SP21: ENVIRONMNTAL JUSTICE & SUSTAIN: 9975

Instructor: Raheem T.R. Elmore                  Course: CLLC-L 120 2021, MW 11:30-12:45
Email: rtelmore@iu.edu                                 Office hours: M-W:10am, 1pm, and by appt.
 

Environmental Justice and Sustainability

Course Description:
This course engages environmental justice and sustainability, with attention to the relationship between the two concepts. Exploring sustainable solutions for addressing socio-environmental issues that adversely affect marginalized communities, this course addresses issues such as overconsumption of and lack of access to resources, ground, air, water, and chemical pollution, and global warming through non-fiction, novels, and digital resources. By learning some of the politics and histories associated with particular environmental issues, students gain greater knowledge of these problems, their effects, and methods for addressing them. Emphasizing both practical and theoretical approaches to sustainability, this learning experience is a designed to fosters students’ capacity for environmental leadership.

Course Structure:
This course is conducted 100% online and is composed of both synchronous and asynchronous formats. On Mondays, our class will be held asynchronously through an interactive lecture and discussion post activity. While the lecture and activity are designed to be completed within our hour and 15-minute time slot, you have until midnight to participate in both the asynchronous session and associated discussion post. Responses to peers’ discussion posts are due by Tuesday at midnight. The interactive lectures are meant to exemplify how to engage class facilitation. At some point, each of you will be responsible for creating and lead an interactive lecture for class. More details about this assignment are available in Canvas.
On Wednesdays, our class will be held synchronously in Zoom. All readings for the week must be completed by that time. Please come prepared with questions, favorite passages, or connections you would like to make. I will draw on discussion posts from earlier in the week to keep the conversation going, but the depth and integrity from which our conversation emerges will rely on your active participation.

Course Learning Objectives:
•    Students will learn about various aspects regarding the state of environmental inequality and its impact on marginalized communities across the globe.
•    Students will learn how to think critically about environmental issues and ways to solve them.
•    Students will be introduced to student activism and learn about ways to engage environmental activism through efforts of environmental justice.
Course Learning Outcomes:
•    Students will communicate knowledge of historic and contemporary examples of environmental injustices and be able to specifically detail how these conditions adversely impact marginalized communities, globally.
•    Students will demonstrate the ability to think critically about environmental issues, and exemplify the ability to ponder and offer creative, sustainable solutions to those issues.
•    Students will engage with efforts of environmental activism and sustainable living.

Required Texts and Resources:
1.    The Water Knife by Paulo Bachigalupi
2.    Other resources provided via Canvas

Digital Tools:
•    Canvas
•    Zoom
•    Kaltura
•    Google at IU

 Attendance and Participation:
Though attendance is not graded, it is important to be present and attentive in class. Also, be engaged during class discussions. Participation indicates preparation and adds substantive comments to the learning environment.  

Evaluation and Assessment:
Grades are tabulated from points obtained from: (1) participation, (2) in-class writing assignments, (3) quizzes, (4) a midterm project, (5) a final project.
Point Distribution:
Class Participation                       100 points
Class Assignments                        100 points
Quizzes                                         100 points
Facilitation                                 50 points
Midterm Project                              50 points
Final Project                                100 points
Total Points                               500 points
 
In Class Assignments 
In class assignments include writing prompts, discussion posts, and an assortment of other short in class projects.

Quizzes
There will be 5 quizzes administered through the semester. Each quiz is worth 20 points, totaling 100 points.

Midterm Project 
Students much choose one aspect of their live to actively improve through sustainable living. Then create a video presentation using Kaltura detailing the history of the organization that you have chosen. More details about this assignment are available in Canvas.

Final Project
For the course's final project, students will research, explore, and present on a specific environmental issue. There are two options for the approaching this assignment. (1) Students can construct a creative project. Your project can take the form of a podcast, short film, poem, short story, etc. Along with the creative aspect, you must also include a supplementary rationale explaining your creative endeavor. (2) For students who prefer a traditional writing project can write a 10-page academic essay. More details about this assignment are available in Canvas.

Grading Scale
A 94-100%                     A- 90-93%                    
B+ 87-89%                    B 83-86%                       B- 80-82%                    
C+ 77-79%                    C 73-76%                       C- 70-72%  
D+ 67-69%                    D 63-66%                      D-   60-62%
F 59% below

Course Policies
Zoom Conduct:
Although we are not meeting physically, our Zoom sessions should be professional and mimic the in-person classroom experience as closely as possible. Here are the course policies for zoom conduct:
•    Students should join class from a location where their full attention can be given to the class discussion.
•    Respect the ideals, questions, and comments of other students during lessons and discussions.
•    Dress appropriately for class (dress comfortably but be sure to be “presentable”).

Academic Integrity and Plagiarism:
The University’s official policy on academic integrity reads as follows:
“As a student at IU, you are expected to adhere to the standards and policies detailed in the Code of Student Rights, Responsibilities, and Conduct (http://www.iu.edu/~code). When you submit a paper with your name on it in this course, you are signifying that the work contained therein is all yours, unless otherwise cited or referenced. Any ideas or materials taken from another source for either written or oral use must be fully acknowledged. If you are unsure about the expectations for completing an assignment or taking a test or exam, be sure to seek clarification beforehand. All suspected violations of the Code will be handled according to University policies. Sanctions for academic misconduct may include a failing grade on the assignment, reduction in your final grade, a failing grade in the course, among other possibilities, and must include a report to the Dean of Students.”

Students with Disabilities
It is university policy to provide reasonable accommodations to students who have disabilities. If you require assistance or academic accommodations for a disability, please contact us after class, during office hours, or by individual appointment. You must have established your eligibility for disability support services through the Office of Disability. Services for Students in Wells Library W302, 812-855-7578.

Incompletes:
Incomplete marks will not be given in lieu of a failing grade; in situations where one is deemed appropriate, students must make prior arrangements to be assigned an incomplete mark.
 

Course Content

Week One: Welcome!
Monday, January 18, 2021:
•    NO CLASS, HAPPY MLK DAY!

Wednesday, January 20, 2021:
•    Icebreaker and introduction
•    Overview

 

Week Two: Introduction to Environmental Justice and Sustainability
Monday January 25, 2020:
•    Read the introduction to Power, Justice and the Environment: A Critical Appraisal of the Environmental Justice Movement,
•    Read the article "Environmental Justice and Transformations to Sustainability"
•    Watch the University of Maine's informative Youtube video, "What is Sustainability?" https://umaine.edu/sustainability/what-is-sustainability/  
•    Watch the interactive Presentation by Prof. Elmore

Wednesday, January 27, 2021:
•    Discussion on environmental justice, sustainability, and bridging the gap between the two.

 

Week Three: Environmental Racism 
Monday, February 1, 2020:
•    Read the “Defining environmental justice and environmental racism” by Ryan Holifield
•    Read the introduction to Dumping on Dixie by Robert D. Bullock
•    Watch Interactive Presentation by Prof. Elmore

Wednesday, February 3, 2020:
•    Discussion on environmental racism

 

Week Four: Land Pollution
Monday, February 8, 2020: 
•    “Supporting Equity and Environmental Justice” by Desikan, Carter, and Goldman
•    “Onondaga Lake Cleanup: A Case Study of Environmental Conflict & Cross-Cultural Coalition” by Caroline Tauxe
•    Read “Exporting harm: The high-tech trashing of Asia? by Ban
•    Interactive Presentations by Daniel, Katie, and Connor

Wednesday February 10, 2020:
•    Discussion of domestic and global land pollution

 

Week Five: Environmental Classism 
Monday, February 15, 2020: 
•    Read “Rethinking environmental racism: white privilege and urban development in southern California” by Laura Pulido
•    “Environmental Justice: Moving Equity from Margins to Mainstream” by Deeohn Ferris

https://nonprofitquarterly.org/environmental-justice-moving-equity-from-margins-to-mainstream/ 
•    Please watch Urbanization, Gentrification, and Environmental Justice

http://wln.ecology.uga.edu/index.php/green-infrastructure/ 
•    Interactive Presentation by Caden and Ella

Wednesday February 17, 2020:
•    Discussion on issues concerning access to land and conceptions of land ownership

 

Week Six: Issues of Food Pollution 
Monday, February 22, 2020: 
•    Read excerpts from Bet the Farm: How Food Stopped Being Food by Frederick Kaufman
•    Read excerpts from Foodopoly: The Battle Over the Future of Food and Farming in America by Wenonah Hauter
•    Interactive Presentations by Tessa and Clara

Wednesday February 24, 2020:
•    Discussion on Food Pollution and the lack of sustainability in the American food production industry

 

Week Seven: Food Insecurity and Public Health
Monday March 1, 2020: 
•    Read the Food Empowerment Project’s article on Food Deserts
o    https://foodispower.org/access-health/food-deserts/
•    Read Black Food Geographies: Race, Self-Reliance, and Food Access in DC by Ashanté M. Reese
•    Interactive Presentation by Chandler

Wednesday March 3, 2020:
•    Discussion of food access and its impact on communities’ health

 

Week Eight: Introduction to Air Pollution 
Monday March 8, 2020:
•    Read excerpts from Choked
•    Read the introduction to Clearing the Air 
•    Interactive Presentation by Alex and Audrey

Wednesday March 10, 2020:
•    Discussion on air pollution

 

Week Nine: Corporate Pollution  
Monday March 15, 2020:
•    Read Excerpts from Voices from Chernobyl by Svetlana Alexievich
•    Listen to NPR story on Chernobyl survivors 

https://www.npr.org/2006/04/21/5355810/voices-of-chernobyl-survivors-stories 

•    Interactive Presentation by Emily

Wednesday March 17, 2020:
•    Discussion on corporate pollution

 

Week Ten: Addressing Global Warming 
Monday March 22, 2020:
•    Read “In Bolivia, water and ice tell of climate change” by Rosenthall
•    Read No One is Too Small to Make a Difference by Greta Thunberg
•    Interactive Presentations by Aubrey and Ana

Wednesday March 24, 2020:
•    UNIVERSITY WELLNESS DAY, NO CLASSES

 

Week Eleven: The Issue of Water Pollution
Monday March 29, 2020:
•    Read Excerpts from Plastic Ocean by Charles Moore
•    Read “Global Water Pollution and Human Health” by Schwarzenbach,
•    Interactive Presentations by Soleil and Rachel

Wednesday March 31, 2020:
•    Discussion on water pollution

 

Week Twelve: Environmental Injustice in the face of Crisis: Lack of Access to Clean Water
Monday April 5, 2020:

• Read the NPR article on the Flint Water Crisis- "Lead-Laced Water in Flint: A Step by Step Look at the Making of a Crisis" (2016)

https://www.npr.org/sections/thetwo-way/2016/04/20/465545378/lead-laced-water-in-flint-a-step-by-step-look-at-the-makings-of-a-crisis 

•  Read the National Geographic article on the current state of the Flint Water Crisis-"Five Years on, the Flint Water Crisis is Nowhere Near Over" (2019)

https://www.nationalgeographic.com/environment/article/flint-water-crisis-fifth-anniversary-flint-river-pollution 

•  Watch the TEDEd video on the Flint Water Crisis- "The Science Behind Flint's Water Crisis"

https://ed.ted.com/best_of_web/HSPnp900 

 Watch PBS Frontline video on the Flint Water Crisis-"Five Years In, the Flint Water Crisis Continues Its Deadly Toll"

https://www.pbs.org/wgbh/frontline/article/flint-water-crisis-legionnaires-disease-deaths/ 
•    Interactive Presentation by Truly
Wednesday April 7, 2020:
•    Discussion on water pollution and lack of access to clean water 

 

Week Thirteen: Environmental Injustice in the face of Crisis: Natural Disasters 
Monday April 12, 2020:
•    Read “Race, place and the environment in post-Katrina New Orleans” by Robert Bullard and Beverly Wright
•    Read The Water Knife by Paolo Bacigalupi
•    Interactive Presentation by Madelyn and Mai
Wednesday, April 14, 2020:
•    Discussion on the environmental injustice and lack of govt. Support associated with the Hurricane Katrina crisis
•    Discussion on Overconsumption and the limits of natural resources

 

Week Fourteen: Environmental Activism
Monday April 19, 2020:
•    Joint session with Collins 120 “Student Power: The Global History of Youth Activism” class
Wednesday, April 21, 2020:
•    Discussion on environmental activism

 

Week Fifteen: Reducing Our “Environmental Footprint”
Monday, April 26, 2020: 
•    Read excerpts from Sustainability Made Simple by Lauren Dematres and Rosaly Byrd
•    Read excerpts from There is No Planet B by Mike Berners- Lee
•    Interactive Presentations by Mia and Trevor
Wednesday April 28, 2020: 
•    Final Discussion
•    Workshop for Final Project

 

Week Sixteen: Final’s Week 
Monday May 3, 2020- Friday May 7, 2020
•    NO CLASS!
•    Final Project due Monday May 3, 2020