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As biomedical research has come to depend on human bodies, tissues, and cells, students pursuing life science education need to navigate ethical issues associated with biospecimen collection. These biological resources are valued differently depending on characteristics such as race, class, and gender. For instance, people with unique biological or physical characteristics can provide cord blood in exchange for educational scholarships or housing subsidies. In egg-sharing schemes the “donation” of a portion of one’s human eggs to human embryonic stem cell research can result in reduced costs of assisted reproductive services (Dickenson & Idiakez, 2008). As a consequence of these public contributions of biospecimens, a delicate relationship between the public and private sector is evolving, raising questions about ownership, compensation, access, and privacy. Additionally, as genetic factors influence the value of these biospecimens, they also pose concerns about eugenics (Klitzman & Sauer, 2015). To address this changing landscape, an interdisciplinary team of scholars and activists embarked on a curriculum development project to promote scientific innovation and socially just practices. The product of this effort is Stem Cells Across the Curriculum (SCAC, n.d.), an open access educational resource that highlights the transactional nature of life science research by integrating the biological and social dimensions using a social justice framework.1

Critical Pedagogy: Stem Cell Research as it Relates to Bodies, Labor and Care (Dispatch)