SEEKING ENVIRONMENTAL JUSTICE IN A CONTAMINATED WORLD
Senior Seminar, Spring 2000
ZSRS 411-01Wed 6-9:20
Michael R. Edelstein G419, x7745, medelste@ramapo.edu
This seminar reviews the concept of Environmental Justice, drawing upon the growing literature on the psycho-social and health implications of an increasingly contaminated world. The seminar’s goal is to bring into class discussion the individual research and inquiry of its participants, pegging the quality of collective learning to the quality of individual learning. It is hoped that each participant in the seminar will use this opportunity to integrate and complete their undergraduate work. We will examine Environmental Justice from multiple perspectives, in an interdisciplinary framework, uniting environmental, health, policy, social, psychological and ethical perspectives. We will examine issues that affect isolated contaminated communities, the poor, minorities, different cultures, different nations, and all humanity (acknowledging our anthropocentricism along the way). We also consider our own communities and our own place and prospects in a contaminated world.
In this offering of the seminar, we will further examine the request of the New Jersey Department of Environmental Protection for assistance in understanding how different environmental risks affect our general sense of well being and our peace of mind.
The course can be divided into two sections. In the first, we read and discuss four diverse texts and review the topic from multiple perspectives---suggesting models for the analysis of contamination. In the second section, participants present their own work to the group.
The four texts are:
Michael R. Edelstein. Contaminated Communities: The Social and Psychological Impacts of Residential Toxic Exposure. Bolder, Co.: Westview Press, 1988.
Laura Westra and Peter Wenz (Eds.). Faces of Environmental Racism: Confronting Issues of Global Justice. Lanham, Maryland: Rowman Littlefield Publishers, Inc. 1995.
Lois Marie Gibbs and the Citizens Clearinghouse for Hazardous Waste. Dying from Dioxin: A Citizen’s Guide to Reclaiming our Health and Rebuilding Democracy. Boston: Southend Press, 1995.
Barbara Rose Johnston (Ed.). Who Pays the Price? The Sociocultural Context of Environmental Crisis. Washington D.C.: Island Press, 1994.
GRADING:
There are a hundred points for the course, with grades distributed as follows (with the addition of appropriate + and - grades):
90-100 = A, 80-89 =B, 70=79 = C, 60-69 = D, 59 or less = F.
Participants will be graded on two bases:
1. Participation. Participants are expected to attend class (5 points are deducted for every unexcused absence beyond one) and to participate fully in discussions, reflecting an understanding and mastery of the readings and materials. Participants will carry out an investigation to be discussed of the relationship between environmental risk and the sense of well being. Participants will conduct one seminar for the class reflecting their own research and integration of the topic. Supporting materials or assignments associated with the individual work will be prepared and given to peers at least one week before this presentation. Appropriate graphics in support of the presentation are appreciated. 50 points.
2. Participants will prepare a substantive paper setting forth their research and conclusions relating to Environmental Justice. The focus will be a case study that brings together scientific data, social dynamics, ethical considerations and diverse sources. The paper will reflect a research project that ideally examines some real issue that can be directly studied by the individual, although distant cases can also be researched using the best methods available. A proposal will be submitted by the third week of class setting forth the topic and proposed project. A thorough bibliography and source list will then be developed for the topic, to be submitted by the fifth week of class. The work will serve as the basis for the presentation, discussed above. The written paper, itself, is due on May 3, although students have the option of presubmittal for the purpose of gaining feedback.
This paper of a minimum ten pages will be graded according to four criteria: depth (the level of analysis), integration (the breadth and synthesis of multiple sources, including direct observation), writing (reflecting well written work that fully communicates your research and thoughts), and sources (reflecting full use of the texts and appropriate and extensive additional reading and source material, including source citation in the text and source listing in a bibliography). Note that the college’s plagiarism policy is followed fully. 50 points.
Please note that students having special needs are invited to discuss these with the instructor and that every effort will be made to accomodate you.
TENTATIVE SCHEDULE
Feb 2---Introduction to the Syllabus, guest thoughts by Maria Tysiachniouk
Feb 9 ---What is Environmental Justice? Victimization from bounded versus unbounded contamination. Local, regional and global.
Readings: Edelstein 1-42, Gibbs 309-312, Westra/Wenz 3-40
Feb 16 Environmental Risk. The case study of dioxin contamination.
Reading: Gibbs 23-142
Feb 23 Social impacts of contamination
Reading: Edelstein 43-117
Mar 1 Regulatory action, industry, toxic torts
Readings: Edelstein 118-137, Gibbs 1-22, 277-296
Mar 8 Social Organization against contamination. Social movements. NIMBY and Anticipatory Fear
Readings: Edelstein 138-197, Gibbs 143-276
Mar 15 Environmental Racism
Reading: Westra/Wenz 41-162
Mar 29 War, International and Cross National Impacts, Cross Cultural Impacts: Issues of Resource Exploitation, Global Change (attend master lecture)
Readings: Westra/Wenz 163-226, Johnston 1-236
Apr 5, 12, 19, 26, May 3, 10 Presentations by Seminar Participants
May 17 Final class, submission of papers. The Final Exam meeting will be used for individual meetings and paper returns unless there is a need for a makeup class.