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Service Learning Course Designation Form
Use this form to request a Service Learning Course Designation for a new or existing course.Proposed course title should end with the following designation: /Service Learning
I. Service Learning CourseDept/ProgramSubject
Environmental Studies
Course Number(e.g. SW UG 423)
ENST 489S
Course Title (e.g. Addiction Studies/SvcLrn)
Environmental Justice Issues and Solutions/SvcLrn
Short Title (max. 26 characters incl. spaces)
Envl Justice Issues/SvcLrn
Number of credits 3Instructor name Robin Saha
Instructor phone and e-mail
II. Endorsement/ApprovalsComplete this form and obtain signatures before submitting to Faculty Senate
Office.Please Type/Print Name
Signature Date
Requestor Robin Saha 9/19/11
Requestor phone and e-mail
Program Chair/Director
Len Broberg 9/19/11
Other affected programsDean
III. UM Service Learning Definition: Service Learning is a method of teaching and learning in which students, faculty and community partners work together to enhance student learning by applying academic knowledge in a community-based setting. Student work addresses the needs of the community, as identified through collaboration with community or tribal partners, while meeting instructional objectives through faculty-structured service work and critical reflection meant to prepare students to be civically responsible members of the community. At its best, service learning enhances and deepens students’ understanding of an academic discipline by facilitating the integration of theory and practice, while providing them with experience that develops life skills and engages them in critical reflection about individual, institutional, and social ethics.
IV.Service Learning Course Criteria The University of Montana-Missoula has established the following criteria for Service Learning courses. In order to receive the Service Learning course designation, a course must clearly exemplify all of the following criteria:
Students in the course will provide a needed service to individuals, organizations, schools, or other not-for-profit or tax-exempt entities in the community.
The service experience is directly related to the subject matter of the course. Knowledge from the discipline informs the service experiences with which the students are
to be involved. Activities in the classroom will provide opportunities for students to actively reflect upon
what they have learned through the service experience and how these experiences relate to the subject matter of the course. Reflection should be imbedded as course assignments and in-class time should be scheduled to do reflection – both should be clear on the syllabus. Reflection should incorporate discussion/assignments that help students understand the importance of meeting community needs through service and civic engagement in a democratic society.
The course offers a method to assess the learning derived from the service. Credit will be given for the learning and its relation to the course, not for the service alone.
Service interactions in the community will recognize the needs of service recipients and represent reciprocal partnerships between the campus(class) and community partner organization(s). Community partner(s) should have the opportunity to provide advice and feedback in class on the nature and value of the service performed by the students.
Training (by the service agency) and preparation (by the course instructor) ensure that students perform service activities in a professional manner and that vulnerable populations are not harmed.
Service options ensure that no student is required to participate in a service placement that creates a religious, political, or moral conflict for the student.
In a 3-credit service learning course, students should be required to perform a minimum of 15 hours of community service per semester (i.e. 5 hours of service per academic credit.) Service hours may include hours spent in training, preparation, and direct contact with clients.
V. Confirmation of Service Learning Course Criteria: Explain how this course meets each of the following criteria.
Need for service: Describe the community-identified need and the nature of the service experience students will be involved in.
Service experiences vary considerably from year to year, but often involve conducting community-based research in/with/for low-income, rural or racial/ethnic minority communities or among historically disempowered populations in Montana, including tribal communities, that are disproportionately exposed to environmental hazards, pollutants, contaminants and the like, have limited access to environmental amenities or their historical land base, natural resources and culturally significant areas. Formidable challenges exist regarding understanding and documenting the extent and nature of these problems and developing, implementing and evaluating effective strategies to address myriad environmental injustices. Non-profit environmental and social justice organization and other EJ advocates and supporters often lack resources and know-how and have tremendous need for assistance with research, technical assistance, fund-raising, existing project support, new project design, event planning, public education and other activities in which students are involved.
Relation to course content: Describe how the service experience is related to the subject matter of the course. How do students apply their classroom learning in the service experience?
Students use an environmental justice conceptual framework and socially critical analysis (i.e. distinct forms and dimensions of environmental justice as well as economic sociopolitical and racial explanations of environmental inequality) to put their service learning projects in their community of concern into a broader context for understanding inequality and structural disadvantage; students also learn about community organizing strategies and policy approaches to address environmental injustice and apply lessons from case examples they study of community-based solutions and broader policy solutions to better understand environmental injustice and EJ solutions in their community of concern.
Reflection: What opportunities are provided in the classroom for students to reflect upon what they have learned through their service experience? How is service placed within the broader context of civic engagement and service to others?
Students share service learning experiences during progress reports in the middle of the semester and relate to course themes and content; students in fully engaged service projects make service project presentations at the end of the semester that offer additional opportunity to reflect on service experiences with their peers and obtain feedback from the instructor. At end of term, students submit SL reflection essays (for SL projects) and other students submit SL reports that include reflection. Students come to understand that service learning experiences involve civic engagement, which is essential for positive social and environmental change for disempowered populations and communities. Curricular content pertaining to social movement theory and social change specific to the grassroots EJ movement supports this understanding.
Assessment: What method(s) are used to assess the learning derived from the service experience?
Evaluation of: (1) students’ service learning reports (for those doing minimum level of volunteering); (2) final 10-50 page group project reports that include social critical analysis of the issue/community/population; (3) SL individual reflection essay (for those in fully engaged service project); (4) group project presentation. Instructor’s evaluation emphasizes application of environmental justice frameworks and theoretical explanations. Approximately one-third to one-half of the class opts to participate in a fully engaged service project, for which student peer evaluations are also used for assessment. Assessment also includes direct observation or evaluation of oral progress reports of students fully engaged with community partner throughout term. Occasional direct observation of students interacting with community members is also used.
Reciprocity: How do community partner(s) provide advice and feedback on the nature and value of the service performed?
Community partners, for applicable projects, typically attend final presentations, thereby providing opportunity for interchange and feedback. Student final reports are forwarded to community partner and feedback solicited. The instructor also talks with the service learning partners after the class about how student volunteering and student projects went and what can be improved.
Training: What training and preparation will be provided to assure that that students perform their service activities in a professional manner and that vulnerable populations are not harmed?
No vulnerable populations are involved in student projects. Only adults are involved. Community partners are closely consulted throughout the development and implementation of the projects and instructor is kept informed. Instructor provides project-specific training in applicable methods and techniques for gathering, analyzing, and reporting data or makes arrangements with those who can offer such services. Students must meet with the instructor regularly in or out of class to discuss respectful and responsible engagement with community partners and members and manage any difficulties that arise.
Service options: What service options exist to ensure that no student is required to participate in a service placement that creates a religious, political, or moral conflict?
A variety of service learning options are provided, including a major service learning project (see syllabus). Approximately one-third to half of the class participates in the service learning project option.
Number of service hours required: How many hours of service per semester are students required to perform? Provide detailed description of the service activities to be performed.
A minimum of 15 hours of service learning is required of all students. Approximately one-third to half of the class participates in major service learning (fully engaged) projects for which hours are not recorded or reported but entail many more than 15 hours and constitutes over 50% of the course grade. Service activities are varied, depending on needs of organizations and student interest, and for fully engaged projects, often include doing community-based and “citizen science” research, providing technical assistance for community or campus partners, or organizing or assisting with public education events, campaigns, and the like. Examples include: conducting low-cost dust sampling and testing for lead, cadmium and arsenic in collaboration with a citizens group in Opportunity MT, a Superfund community; helping with event organizing for Community Action for Justice in the Americas (CAJA); providing support to an ad hoc campus committee developing a “green” cleaning product policy for UM; assisting Women’s Voices for the Earth (WVE) with its Safe Cleaning Product Initiative; preparing a climate justice poster for Global Climate Action week; organizing a public panel on Libby, MT; developing a system to reduce spoilage of fresh produce at the Missoula Food Bank; installing gardens in low-income neighborhoods in Missoula; assisting with 2011 Tribal Water Rights Conference.
VI. Community Partner Information: Provide information on the organization(s) that will provide service placements for students in this course.
Name of Agency/Organization(s) Varies from year to year and have included Opportunity Citizens Protection Association (OCPA); Community Action for Justice in the Americas (CAJA); and Women’s Voices for the Earth (WVE); UM Office of Sustainability
Contact person name(s) Serge Myers and George Niland (OCPA); Rita Jankowsky (CAJA); Jamie Silberberger (WVE); and Cherie Peacock (UM Office of Sustainability).
Contact person(s) phone and e-mail Serge Myers (406) 797-3334 [email protected] Niland (406) [email protected] Silberberger 543-3747 [email protected] Jankowsky [email protected] Peacock x6001 [email protected]
VII. Syllabus: Paste syllabus below or attach and send digital copy with form. The syllabus should clearly indicate that this is a service learning course and it should include the UM Service Learning Definition as text within the syllabus. The syllabus should also demonstrate how the above criteria are satisfied. For assistance in preparing a service learning course syllabus, see http://www.compact.org/syllabi/ or contact Andrea Vernon, Director of the Office for Civic Engagement: [email protected].
EVST 489SENVIRONMENTAL JUSTICE ISSUES AND SOLUTIONS / SERVICE LEARNINGTu/Th 3:40 - 5:00 PM / PAYNE FAMILY NATIVE AMERICAN CENTER 105
InstructorDr. Robin SahaOffice: Jeannette Rankin Hall, Rm. 018 (basement)Office Hours: Tues. 11:15 am -12:30 pm, Wed. 2:00-4:00 pm, or by appt.Email: [email protected]: 243-6285
Course Description
This course explores how and why environmental risks, such as exposure to toxic chemicals - and benefits, such as access to natural resources, environmental amenities, and environmental protection - are inequitably distributed among various segments of society. The premise of this course that socially, economically, and environmentally sustainable societies at the local, national, and global levels cannot be achieved unless the underlying causes of environmental and social inequity are understood and addressed.
Thus, in the first part of the course we look at the historical, sociocultural, political, and economic processes by which environmental inequities by race, socioeconomic status, and gender are believed to have arisen and continue to persist. We do so by examining various case examples, including those in Montana. The class also explores the unique causes and consequences of environmental injustice in “Indian Country”.
In the second part of the course in particular, we will use our understanding of the causes to consider environmental justice solutions. We will look at strategies and tools that environmental justice groups are using to empower themselves and work toward a more just and sustainable society. We will also critique efforts of environmental justice organizations, government, industry, and traditional environmental organizations. This year we will focus on governmental responses to environmental justice issues. Over the course of the term, students will research and analyze an environmental justice issue, topic, or case, or conduct a service learning project in collaboration with a grassroots community
organization.
This course has a Service Learning designation, which means all students will have an opportunity (i.e., are required) to volunteer for an environmental justice group. The service learning experience and a related service learning project option help integrate and deepen understanding and appreciation of course content.
Course Objectives
This course seeks to develop students’ understanding of myriad causes of environmental inequality and apply those understandings to critique existing solutions to environmental inequality and propose new solutions.
By the end of the course students will be able to:
identify examples of environmental injustice in various contexts.
understand and apply various environmental justice concepts.
understand and appreciate the role that grassroots environmental justice groups in societal response to environmental injustice, including the role of local EJ groups.
assess the effectiveness of existing approaches for addressing environmental injustice.
propose appropriate solutions that individuals, communities, government, industry, or the environmental community can use to address environmental justice problems.
demonstrate an in-depth understanding of a particular environmental justice case, topic, or issue.
Requirements
In addition to regular attendance, all students are required to:
conduct 15 hours of service learning volunteering for a campus or community environmental justice organization (students participating in service learning projects are exempted).
attend a day-long field trip.
be prepared to discuss the assigned readings, i.e., share thoughts, critiques, reactions, and questions about the readings.
complete a take-home mid-term exam.
in consultation with the instructor, develop a term paper throughout the term that involves research and analysis of a relevant environmental justice topic, issue or case. Alternately, students may conduct a group service learning project in conjunction with a community organization.
Class
The class format will be a mix of lecture, discussion, short films, guest speakers, small group activities and student presentations. There also will be trainings held in a computer classroom on obtaining and using demographic data and information on pollution sources and toxic chemicals. Some class time will be provided to work on term papers/projects, and the last few classes will be devoted to final presentations of term papers/projects (see below).
A Note on Email Communication: In accordance with privacy laws the University requires me to communicate with students about academic matters through students’ University email (UMConnect) account. Although efforts will be made to limit emails, occasionally it is necessary to communicate with
the class. Thus, please regularly check your UM email account for this class.
A Note about Obtaining Assistance: If you or your team needs assistance outside of class, please come see me during office hours (or by appointment only if meeting during office hours is not possible). I pride myself on be readily available for extra help.
Field Trip
There will be a full day field trip to the Flathead Indian Reservation, which is planned for Thursday, October 6. All students are expected to attend the field trip and should make necessary arrangements with their other instructors, employers, families, etc.
Description of Main Assignments
The main assignments for the course are described below. In addition, there will be some short homework assignments designed to engage and extend on the assigned readings.
Service Learning Volunteering: All students are required to volunteer a minimum of 15 hours for a campus or community environmental justice organization such as Students for Economic and Social Justice (SESJ), Women’s Voices for the Earth (WVE), the Opportunity Citizens Protection Association (OCPA), Students for Peace and Justice, or the Peace Center of Missoula. In addition, there will be a special opportunity to participate in a biomass energy and waste incinerator environmental justice study. Opportunities will be provided in class to meet leaders and staff of these groups, which will have program and project activities to plug you in to. Volunteer hours should be logged along with a description of services provided and a note from the sponsoring organization. Six hours should be completed by Thursday, Oct. 13, and all 15 hours by Tuesday, Nov. 22. Final reports must include an essay that relates the service learning experience to the course content and themes.
Midterm Exam: The take-home essay exam will test your knowledge and understanding of material presented in the first seven weeks of class, such as the history, successes, and challenges of the environmental justice movement, EJ frameworks, and theoretical explanations of environmental injustice. You also will be expected to understand and apply environmental justice principles and concepts to the cases examined in the class and others presented for the exam.
Term Paper/Project: Students will also develop a term paper or project. This assignment should have both research and analysis components. There are two approaches you can take: (1) a tradition term paper in which you research, analyze, or critique a current environmental justice case, issue, topic, or an approach to addressing EJ problems, such as grassroots community organizing, good neighborhood agreements, clean production/green chemistry, co-management, traditional ecological knowledge, tribal intellectual property rights, community-based research, citizen science, the precautionary principle, disparate impact assessments, community mapping, corporate responsibility, environmental human rights, climate justice, EJ networks, sustainable economic development, etc.; or (2) a service learning project in which you work in a group to assist an EJ community or population of concern on a current campaign of theirs. The instructor will provide ideas for service projects and guidance during the development of the project. It is expected that the class service learning requirement will lead to projects that will fulfill this course requirement. In fact, that is encouraged.
Term papers and projects will be developed in three phases in consultation with the instructor and outside organization for service learning projects. “Deliverables” for each phase (for term papers and group projects) are described below.
PHASE 1 Term Paper/Project Proposal: A 3-4 page proposal with at least ten references should describe the topic, issue, or case to be researched, provide important background or context, describe the purposes or objectives of the research, explain the relevance to the course themes, provide an outline of subtopics to be discussed, and describe your interest in the topic. Also, please explain how you intend to accomplish your objectives, for example, what sources of information you will use. For service projects, identify the end-product or activities envisioned, explain how you plan to develop the project, and provide some justification or a statement of need. Phase 1 also involves making a short informal presentation on your proposal.
PHASE 2 Environmental Justice Analysis: An environmental justice analysis of the issue or topic you will be addressing in your term paper or project. Success requires conducting background research and using environmental justice concepts, frameworks, and theoretical explanations taught in the class. A variety of sources should be utilized and referenced. For group service learning project, each person should conduct their own research and submit their own analysis, though sharing of resources is encouraged.
PHASE 3 Final Term Paper/Project Report: Include revisions to your Phase 2 EJ analysis and incorporate feedback from your presentation. Terms papers should suggest policy, organizing, or other solutions to the issue or problem, and include a feasibility analysis. Service learning project reports should include a description of the project, the actual product developed, or an explanation of the outcome of your efforts. Term papers should be approximately 15 pages, not including references and appendices. Service learning reports should be 10-50 pages, depending on the nature of the product developed and outcome achieved.
Schedule of Assignments
Assignments are due at the beginning of class.
Assignment Due Date
In-class Reading Commentaries (graduate students) As assigned
Service Learning Progress Reports Thurs. 10/13
Midterm Exam Tues. 10/18
Term Paper/Project Proposals (Phase 1) Thurs. 10/27
Environmental Justice Analysis (Phase 2) Tues. 11/15
Service Learning Final Reports Tues. 11/22
Term Paper/Project Reports (Phase 3) Fri. 12/9, 5 pm
Requirements Grading and Evaluation
It is expected that all assignments will be turned in on time. Deductions will be made for all assignments turned in late unless you make pre-arrangements before the due date. Course grades will be based on your class participation, midterm exam, service learning assignment, and the term paper/project. A total of 1000 points are possible for each of the following components.
Assignment/Grade Component Points
Class participation 150
Midterm Exam 200
Service Learning Assignment 150
Term paper/project proposal (Phase 1) 50
Environmental justice analysis (Phase 2) 100
Term paper or term project report (Phase 3) 250
Attendance Policy
Regular attendance is a requirement and a significant part of your participation grade. Attendance will be taken each day in class; and it is your responsibility to sign the attendance sheet. Students who have 5 or more unexcused absences throughout the term may receive up to a full letter grade reduction in their course grade. Excused absences will be given on a case-by-case basis. Students wishing to have an excused absence generally must notify the instructor in advance of a class that they will miss or provide an acceptable reason such as illness or death in the family and may be required to provide verification. Repeated lateness to class and/or early departure from class is disruptive to the learning environment and may also result in a grade reduction. Please come to class on time! Also, do not miss
class to work on an assignment. Turn it is late instead if necessary.
Field Trip Attendance: All students are expected to attend the field trip. Please make the necessary arrangements with other instructors, employers, co-workers, spouses, partners, etc. If you still cannot go on the field trip, please let the instructor know in advance so an acceptable alternative can be arranged.
Academic Dishonesty and Plagiarism
Plagiarism is a serious violation of academic integrity. All work and ideas submitted are expected to be your own or must be fully and accurately attributed to verifiable sources. The Academic Policies and Procedures in the University Catalog states: “Students who plagiarize may fail the course and may be remanded to Academic Court for possible suspension or expulsion.” If you have any doubts about plagiarism and citing of others’ work or ideas, especially web sources, please consult the instructor.
Students with Disabilities
If you are a student with a disability and wish to discuss reasonable accommodations for this course, contact me privately to discuss the specific modifications you wish to request. Please be advised I may request that you provide a letter from Disability Services for Students verifying your right to reasonable modifications. If you have not yet contacted Disability Services, located in Lommasson Center 154, please do so in order to verify your disability and to coordinate your reasonable modifications. For more information, visit the Disability Services website at http://life.umt.edu/dss.
Readings
Although there are no required texts for the course, we will be reading various articles, book chapter, reports and such. All of the readings will be on Electronic Reserve (E-RES) through the Mansfield Library website (see: http://eres.lib.umt.edu/eres/default.aspx). The course password is “justice.” Reading assignments are listed in the course schedule below.
Note that we will read several chapters of an update of the landmark environmental justice report Toxic Wastes and Race in the United States. The new report was sponsored by the United Church of Christ (UCC) and co-authored by environmental justice scholars and is titled Toxic Waste and Race at Twenty: Grassroots Struggles to Dismantle Environmental Racism. Individual chapters of the report will be posted in E-RES. An electronic copy of the full report can be downloaded from: http://www.ejrc.cau.edu/TWARTFinal.htm.
Some adjustments to the course schedule may be needed to suit the needs of the class. These are announced in class. Students who are late, miss class, or leave early are responsible for finding out about any changes for other students or me.
Course Schedule
INTRODUCTION TO ENVIRONMENTAL JUSTICE
TUES. 8/30 – COURSE INTRODUCTION
THURS. 9/1 – INTRODUCTION TO ENVIRONMENTAL JUSTICE
Mohai, Paul, David Pellow, and J. Timmons Roberts. 2009. “Environmental Justice.” Annual Review of Environment and Resources 34: 405-430.
Bullard, Robert D., Paul Mohai, Robin Saha, and Beverly Wright. 2007. “Forward, “Preface,” and “Introduction ” Pp. vii-ix and 1-5 in Toxic Wastes and Race at Twenty: Grassroots Struggles to Dismantle Environmental Racism. Authors. Cleveland, OH: United Church of Christ.
TUES. 9/6 – ENVIRONMENTAL JUSTICE MOVEMENT
Bullard, Robert D. 2007. “Environmental Justice in the Twenty-First Century.” Pp.7-15 in Toxic
Wastes and Race at Twenty.
Bullard, Robert D. 2007. “Environmental Justice Timeline/Milestones 1987-2007.” Pp. 16-37 in Toxic Wastes and Race at Twenty.
THURS. 9/8 – ENVIRONMENTAL JUSTICE MOVEMENT (CONT.)Krauss, Celene. 1993. “Blue-Collar Women and Toxic-Waste Protests: The Process of
Politicization.” Pp. 107-117 in Toxic Struggles: The Theory and Practice of Environmental Justice, edited by Richard Hofrichter. Philadelphia, PA: New Society.
Longo, Peter J. 1998. “Environmental Injustices and Traditional Environmental Organizations: Potential for Coalition Building.” Pp. 165-176 in Environmental Injustices, Political Struggles: Race, Class and the Environment, edited by David Camancho. Durham, NC: Duke University Press.
Moberg, Mark. 2001. “Co-Opting Justice: Transformation of a Multiracial Environmental Coalition in Southern Alabama.” Human Organization 60(2): 166-177.
TUES. 9/13 – SPOTLIGHT ON EJ CASES
All Read:
Cole, Luke and Sheila Foster. 2001. “We Speak for Ourselves: The Struggle for Kettleman City.” Pp. 1-9 in From the Ground Up: Environmental Racism and the Rise of the Environmental Justice Movement. New York: New York University Press.
Last Names A-D Read:
Bullard, Robert D. 2007. “The ‘Poster Child’ for Environmental Racism in 2007: Dickson County, Tennessee.” Pp. 134-151 in Toxic Wastes and Race at Twenty.
Last Names E-L Read:
Lerner, Steven. 2010. “Tallavast, Florida: Rural Residents Live Atop Groundwater Contaminated by High-Tech Weapons Company.” Pp. 157- 176 in Sacrifice Zones: The Front Lines of Toxic Chemical Exposure in the United States. Author. Cambridge, MA: The MIT Press.
Last Names M-R and David Schaad Read:
Lerner, Steven. 2010. “Addyston, Ohio: The Plastics Plant Next Store.” Pp. 119-136 in Sacrifice Zones.
Last Names S-Z Read:
Lerner, Steven. 2010. “Ocala, Florida.” Pp. 19-40 in Sacrifice Zones.
THURS. 9/15 – EJ EXPLANATIONS
Lerner, Steven. 2010. “Introduction.” Pp. 1-15 in Sacrifice Zones.
Field, Rodger C. 1998. “Risk and Justice: Capitalist Production and the Environment.” Pp. 81-103 in The Struggle for Ecological Democracy: Environmental Justice Movements in the United States, edited by Daniel Faber. New York: The Guilford Press.
Bath, C. Richard, Janet M. Tanski, and Roberto E. Villarreal. 1998. “The Failure to Provide Basic Services to the Colonias of El Paso County: A Case of Environmental Racism? Pp. 126-137 in Environmental Injustices, Political Struggles.
Bullard, Robert D. 2005. “Neighborhoods ‘Zoned” for Garbage.” Pp. 43-61 in The Quest for Environmental Justice: Human Rights and the Politics of Pollution, edited by Author. San Francisco, CA: Sierra Club Books.
TUES. 9/20 – ASSESSING DISPARATE IMPACTS AND THE EVIDENCE OF ENVIRONMENTAL JUSTICE
Mohai, Paul. 2007. “Racial and Socioeconomic Disparities in the Distribution of Environmental Hazards: Assessing the Evidence Twenty Years after Toxic Wastes and Race.” Pp. 38-48 in
Toxic Wastes and Race at Twenty.
Saha, Robin. 2007. “A Current Appraisal of Toxic Wastes and Race in the United States – 2007.” Pp.49-83 in Toxic Wastes and Race at Twenty
ENVIRONMENTAL JUSTICE ISSUES
THUS. 9/22 – CLIMATE JUSTICE
LaDuke, Winona. 2006. “Indigenous Power: The New Energy Economy.” Race, Poverty & Environment Summer: 6-10.
Dorsey, Michael. 2007. Green Market Hustlers. Washington D.C.: Foreign Policy in Focus.
Roberts, J. Timmons. 2009. “The International Dimension of Climate Justice and the Need for International Adaptation Funding.” Environmental Justice 2(4): 185-190.
White-Newsome, Jalonne, Marie S. O’Neill, Carina Gronlund, Tenaya M. Sunbury, Shannon J. Brines, Edith Parker, Daniel G. Brown, Richard B. Rood, and Zorimar Rivera. 2009. “Climate Change, Heat Waves, and Environmental Justice: Advancing Knowledge and Action.” Environmental Justice 2(4): 197-205.
TUES. 9/27 – SERVICE LEARNING PLANNING DAY
THURS. 9/29 – FOOD JUSTICE
Gottlieb, Robert. 2009. “Where We Live, Work and Play … and Eat: Expanding the Environmental Justice Agenda. Environmental Justice 2(1): 7-8.
Williams, Orrin. 2005. “Food and Justice: The Critical Link to Healthy Communities.” Pp. 117-130 in Power, Justice, and the Environment: A Critical Appraisal of the Environmental Justice Movement, David Naguab Pellow and Robert J. Brulle, eds. Cambridge, MA: The MIT Press.
Clarren, Rebecca. 2009. “The Dark Side of Dairies: A Broken System Leaves Immigrant Workers Invisible -- and in Danger.” High Country News [Aug. 31] Available at http://www.hcn.org/issues/41.15/the-dark-side-of-dairies?src=feat.
LaDuke, Winona. n.d. “Wild Rice: Maps, Genes and Patents.” Available at: http://savewildrice.org/winona-article.
TUES. 10/4 – INTRODUCTION TO EJ AND NATIVE AMERICANS
Rosier, Paul. C. 2008. “’We, the Indian People, Must Set an Example for the Rest of the Nation’: Environmental Justice from a Native American Perspective.” Environmental Justice 1(3): 127-129.
Johnson, Benjamin Heber. 2001. “The Dark Side of Environmentalism.” [Book Review of Dispossessing the Wilderness: Indian Removal and the Making of the National Parks, by Mark David Spence] Reviews in American History 29(June): 215-221.
Whitty, Julia. 2005 (Sept./Oct.). “Accounting Coup.” Mother Jones 30(5): 56-86.
THURS. 10/6 – FIELD TRIP TO FLATHEAD INDIAN RESERVATION (NATIONAL BISON RANGE, THE PEOPLE’S CENTER, AND SALISH KOOTENAI COLLEGE)
Lyons, Erin Patrick. 2005 “'Give Me a Home Where the Buffalo Roam': The Case in Favor of Management Function Transfer to the Confederated Salish Kootenai Tribes of the Flathead Nation.” Gender Race and Justice 8(3): 711-734.
Missoulian. 2007. “Ugly Feud Now Threatens Bison Range: Don't Sacrifice the National Bison Range in an Unnecessary Turf Battle.” (Editorial) April 25.
Hocutt, Grady. 2008. “Sharing Jurisdiction Is the Worst Thing for the Nation’s Bison Range.” High Country News July 16.
Bishop, Paul. 2008. “Injustice on the Great Plains.” High Country News July 16.
TUES. 10/11 – RACE AND CLASS IN AMERICA
Sklar, Holly. 1998. “Imagine a Country.” Pp. 192-201 in Race, Class and Gender in the United States: An Integrated Study. Paula S. Rothenberg, ed. New York: St. Martin’s Press.
Rachel’s Environment and Health News. February 28, 2002. “The Environmental Movement – Part 5: White Privilege Divides the Movement.” #745. Environmental Research Foundation.
Rothenberg, Paula S. 1998. “The Social Construction of Difference: Race, Class, Gender, and Sexuality.” Pp. 7-12 in Race, Class and Gender in the United States: An Integrated Study, by Author. New York: St. Martin’s Press.
Leondar-Wright, Betsy. 2005. “Working Definitions.” Pp. 1-2 in Class Matters: Cross-Class Alliance Building for Middle-Class Activists. Gabriola Island, Canada: New Society Publishers.
Leondar-Wright, Betsy. 2005. “Are There Class Cultures?” Pp. 16-23 in Class Matters.
THURS. 10/13 – MID-TERM REVIEW DAY
Service Learning Progress Reports Due
TUES. 10/18 – MID-TERM EXAM DUE
THURS. 10/20 –TRIBAL WATER RIGHTS AND ENVIRONMENTAL JUSTICE
Wilkinson, Charles. 2007. “The Salmon People.” Pp. 150-173 in Blood Struggle: The Rise of Modern Indian Nations. Author. New York, NY: W.W. Norton.
Young, Phyllis. 2001. “Beyond the Water Line.” Pp. 85-98 in Defending Mother Earth: Native American Perspectives on Environmental Justice. Jace Weaver, ed. Maryknoll, NY: Orbis Books.
TUES. 10/25 – TRANSPORTATION JUSTICE
Clifton, Kelly and Karen Lucas. 2004. “Examining Empirical Evidence of Transportation Inequality in the U.S. and U.K.” Pp. 15- 35 in Running on Empty: Transportation, Social Exclusion and Environmental Justice. Karen Lucas, ed. Bristol, U.K.: The Policy Press.
Chen, Don (2007). “Linking Transportation Equity and Environmental Justice with Smart Growth.” Pp. 299-320 in Growing Smarter: Achieving Livable Communities, Environmental Justice, and Regional Equity. Robert D. Bullard, ed. Cambridge, MA: The MIT Press.
THURS. 10/27 – TERM PAPER/PROJECT PROPOSAL PRESENTATIONS
Term Paper / Project Proposals Due (Phase 1)
EJ SOLUTIONS
TUES. 11/1 – INTRODUCTION TO ENVIRONMENTAL JUSTICE POLICY SOLUTIONS – FEDERAL GOVERNMENT RESPONSES
Roberts, J. T. and Melissa N. Toffolon-Weiss. 2001. “The Empire Strikes Back: The Backlash and Implications for the Future.” Pp. 189-216 in Chronicles from the Environmental Justice Frontline. Authors. Cambridge UK: Cambridge University Press.
Lerner, Steven. “Conclusion.” Pp. 294-314 in Sacrifice Zones.
Charles Lee. 2005. “Collaborative Models to Achieve Environmental Justice and Healthy Communities.” Pp. 219-242 in Power, Justice, and the Environment.
THURS. 11/3 – FEDERAL WASTE REGULATION
Readings to be assigned.
Tues. 11/8 – STATE GOVERNMENT RESPONSES, CLEAN PRODUCTION AND GREEN CHEMISTRY
Eady, Veronica. 2003. “Environmental Justice in State Policy Decisions.” Pp. 168-186 in Just Sustainabilities: Development in an Unequal World, edited by Julian Agyeman, Robert D. Bullard, and Bob Evans. Cambridge, MA: MIT Press.
Environmental News Service. 2008. “California First in Nation to Enact Green Chemistry Program ” [Sept. 30]. Available at http://www.ens-newswire.com/ens/sep2008/2008-09-30-01.asp.
Bergeson, Lynn L. 2011. “State Chemical Reform Initiatives: Advocates Press for Change.” Environmental Quality Management 20(4): 73-80.
THURS. 11/10 – FEDERAL TOXICS REFORM AND TRANSNATIONAL RESISTANCE
Forsyth, Elizabeth B. 2011. “Solving Widespread Toxic Chemical Exposure.” Virginia Environmental Law Review. 29: 115-141.
Pellow, David Naguib. 2007. “Transnational Movement Networks for Environmental Justice.” Pp. 73-96 in Resisting Global Toxics: Transnational Movements for Environmental Justice. Author. Cambridge, MA: The MIT Press.
TUES. 11/15 – PRECAUTION, CITIZEN SCIENCE AND POPULAR EPIDEMIOLOGY
Environmental Justice Analysis Due (Phase 2)Myers, Nancy. 2002. “The Precautionary Principles Puts Values First.” Bulletin of Science,
Technology &Society. 22(3): 210-19.
Myers, Nancy J. 2006. “Precautionary Options.” Pp. 53-68 in Precautionary Tools for Reshaping Environmental Policy, edited by Author and Carolyn Raffensperger. Cambridge, MA: The MIT Press.
Hassen, Steffen Foss, Andrew Maynard, Anders Baun, and Joel A. Tickner. 2008. “Late Lessons from Early Warnings for Nanotechnology.” Nature 34(August): 444-447.
Corburn, Jason. 2005. “Local Knowledge in Environmental Health Policy.” Pp.25-45 in Street Science: Community Knowledge and Environmental Health Justice. Cambridge, MA: The MIT Press.
THURS. 11/17 – CO-MANAGEMENT AND VALUING TRADITIONAL AND INDIGENOUS KNOWLEDGE - ADVANCING INDIGENOUS RIGHTS AND TRIBAL SOVEREIGNTY
Dustin, Daniel L., Ingrid E. Schneider, Leo McAvoy, and Arthur N. Frakt. 2002. “Cross-Cultural Claims on Devils Tower National Monument: A Case Study.” Leisure Science 24:79-88.
Waage, Sissel. 2003. “Collaborative Salmon Recovery Planning: Examining Decision Making and Implementation in Northeastern Oregon.” Society and Natural Resources 16: 295-307.
TUES. 11/22 –ADVANCING HUMAN RIGHTS AND ENVIRONMENTAL JUSTICE TOGETHER
Service Learning Final Reports DueYang, Tseming. 2002. “International Environmental Protection: Human Rights and the North-South
Divide.” Pp. 87-113 in Justice and Natural Resources.
Macduff, Ian. 1995. “Resources, Rights, and Recognition: Negotiating History in Aoutearoa/New Zealand.” Cultural Survival 19(3): 30-32.
McCreary, Scott. T. 1995. “Independent Fact-Finding as a Catalyst for Cross-Cultural Dialogue: Assessing Impacts of Oil and Gas Development in Ecuador’s Oriente Region.” Cultural Survival 19(3): 50-55.
THURS. 11/24 – THANKSGIVING BREAK (NO CLASS)
TUES. 11/29 – COMMUNITY-BASED PARTICIPATORY RESEARCH, COLLABORATION AND COALITION-BUILDING
Cable, Sherri, Tamara Mix, and Donald Hastings. 2005. “Mission Impossible: Environmental Justice Activists’ Collaboration with Professional Environmentalists and with Academics.” Pp. 55-76 in Power, Justice, and the Environment.
STUDENT PRESENTATIONS & COURSE WRAP-UP
THURS. 12/1 – TERM PAPER / PROJECT GROUP PRESENTATIONS
TUES. 12/6 – TERM PAPER / PROJECT GROUP PRESENTATIONS
THURS. 12/8 – TERM PAPER / PROJECT GROUP PRESENTATIONS
THURS. 12/16 – PRESENTATIONS (IF NEEDED) AND COURSE WRAP-UP (CLASS MEETS 3:20 – 5:20 PM)
VIII. Copies and Electronic Submission: Submit approved original, a copy, and electronic file to the Faculty Senate Office, UH 221, [email protected].
Revised 6/10
