New book chapter just published

My fellowship at the University of Arizona came to an end in late May, after which I drove back across the country to Washington DC. The drive was fun – it included stopovers to sightsee in the Four Corners and see old friends in Albuquerque. I also visited with activist Earl Tulley and others in Dilkon, AZ, at the 30th anniversary of the Navajo environmental group Diné CARE.

As much as I enjoyed my time away, it’s a pleasure to get back home to my friends and household routines. I was also happy to find this book waiting for me in the mail when I arrived:

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Sustainability: Approaches to Environmental Justice and Social Power, edited by Julie Sze, is newly available from NYU Press.  I contributed a chapter with Aaron Soto-Karlin titled, “Situating Global Policies within Local Realities: Climate Conflict from California to Latin America.” Aaron and I met about five years ago when we were both conducting research on the implementation of the landmark California Global Warming Solutions Act of 2006. My research was for my Ph.D. dissertation, his research was for a film. Aaron had long lived and worked in Chiapas, Mexico, while my work focused on environmental justice activism in California. Our interests converge in this analysis of a memorandum of understanding to tackle climate change through linking California’s carbon market to forest preservation efforts in Chiapas. The MOU also included the state of Acre in Brazil, but we focus on just California and Mexico in this chapter.

We wrote this chapter with the hope that it would be assigned in undergraduate college classes. Accordingly, we made a special effort to write something that doesn’t require prior familiarity with carbon offsets, carbon markets, and climate change politics. It should be of interest to anyone tracking US climate change politics, and California’s in particular. The chapter also helps readers think more broadly about how environmental policies designed for global use are impacted by on-the-ground realities in the places where they are implemented. It also highlights how difficult it is to create “win-win” solutions that meet both environmental and social justice goals. In the case of carbon offsets between California and Chiapas, tension emerged between meeting environmental goals, such as preserving forests and reducing carbon emissions, and social justice goals linked to land tenure and human health.

If you assign the chapter to any of your classes, I’d love to hear how it goes. There are also many other great contributions in the book, you can find a list of them here.

Interview: Book chapter on California-Chiapas-Acre climate change policy

My colleague Aaron Soto-Karlin and I are wrapping up final revisions on a book chapter for inclusion in Sustainability Now! Sustainability How? Situating Sustainabilities through Interdisciplinarity and Social Justice, edited by Julie Sze. The book is under contract with NYU Press and hopefully will come out in 2018 or early 2019.

Our chapter analyzes an international memorandum of understanding between California, Chiapas (Mexico) and Acre (Brazil). The agreement would allow greenhouse gas emitters in California to comply with a California cap on greenhouse gas emissions by purchasing offsets designed to preserve forests in Chiapas and Acre instead of reducing emissions in California. Our chapter presents the global policy debate over forest carbon offsets as it plays out on the ground. More specifically, we situate global policy within local reality by demonstrating how support for and against the MOU was affected by preexisting political conflict in two of the three participating jurisdictions: California and Chiapas. To do so, we present the historical and political context of the debate in each location.

Research on forest carbon offsets gets very technical very quickly. Aaron and I took pains to make our chapter understandable to people unfamiliar with the terms of the debate, so we were happy to share a draft for inclusion in an interdisciplinary, undergraduate course on “Water and Sanitation Justice.” (One piece of the course focuses on climate change – see the syllabus here). The course was developed by a group of scholars located at multiple campuses of the University of California and taught online by Ben Crow for the first time this spring. Teaching Assistant and PhD student Abby Brown helped develop the course and interviewed me about our chapter for use in the class. I listened to the interview last week and have shared it below.* The interview lasts for 20 minutes.

* Subscribers who get my posts delivered by e-mail will need to click through to the original post online in order to access the interview.

Teaching Environmental Inequality: Watching “Come Hell or High Water: The Battle for Turkey Creek”

This is the second in a series of blog posts about the Environmental Inequality class I taught this fall. The first post shared the class syllabus and research project. This post covers a movie I’ve enjoyed using the last two times I taught the class, Leah Mahan’s Come Hell or High Water: The Battle for Turkey Creek.  Here’s the film description:

Come Hell or High Water: The Battle for Turkey Creek  follows the painful but inspiring journey of Derrick Evans, a Boston teacher who moves home to coastal Mississippi when the graves of his ancestors are bulldozed to make way for the sprawling city of Gulfport. Over the course of a decade, Derrick and his neighbors stand up to powerful corporate interests and politicians and face Hurricane Katrina and the BP oil disaster in their struggle for self-determination and environmental justice.

 

I’ve shown the film in my Environmental Inequality class twice now, and it has been helpful both times. In 2015, we learned about Turkey Creek at multiple points throughout the class. I showed the 2011 Daily Show clip about Turkey Creek early in the semester. My previous descriptions of using this clip are available here, here (at Jan. 13), and here. This time around I showed the clip on the day we were learning about the distinction between the environmental movement and the environmental justice movement. I emphasized that while it is wise to take the the specifics of the Daily Show’s coverage of Turkey Creek with a grain of salt, the clip speaks to real tensions between environmental efforts that focus on habitat preservation and environmental efforts that focus on human wellbeing and cultural preservation. This clip unfailingly generates incredulous responses and good discussion.

A bit later in the class, we returned to Turkey Creek on the day set aside for natural disasters. I used the following two readings that day – the second discusses Turkey Creek:

Finally, I screened Leah Mahan’s documentary toward the end of the class. Returning repeatedly to Turkey Creek in our class gave the students a real-life story to think through as they learned new facets of environmental inequality and the activism that responds to it. Using the film at the end of the class provided a way to tie together and bring alive many of the threads about which we had been learning. Indeed, one of the students was so enthusiastic about the film that she helped me launch an annual environmental justice film screening for Earth Day. The inaugural film featured was, you guessed it, Come Hell or High Water.

Several aspects of the film make it great to show as part of environmental justice education efforts. First, it shows how environmental destruction has impacted human life (most memorably through increases in flooding due to paving over wetlands that previously absorbed heavy rains). Second, it clearly depicts how racism and classism influence development in ways that produce environmental and human harm.

Third, the film addresses the pleasures and cultural significance of the outdoors to the historically black town of Turkey Creek. This is a great antidote to the Daily Show clip, which features a more disdainful view of of the potential pleasures of outdoor activities, even as one of the interviewees appears to be enjoying herself while birding, and another talks about birds’ revered local status. The film’s inclusion of the potential pleasures of the outdoors helps me to correct for the environmental justice literature’s sometimes overly simplistic portrayal of people of color environmentalism as focused exclusively on urban areas and industrial pollution, and white environmentalism as focusing exclusively on habitat preservation and outdoor leisure activities. While racial divisions and tensions between these two approaches are real, it certainly isn’t true that people of color have no relationship to the environment outside of the health impacts of pollution.

Finally, while the film focuses on a central character who leads the charge to protect Turkey Creek, it does not portray him through the usual “great man” narrative. We see clearly that Derrick Evans, the protagonist, is doing important work in his home town. But we also see how difficult the journey is, and how much it costs him. I appreciated that the director resisted the temptation to simplify the problems he faced and depict them as solvable through a single person’s heroic actions. The results is a film that dovetails with my efforts to encourage my students to analyze the complexity of environmental inequality, and the scale of the change necessary to address it.

So, that was what I did with the film in 2015. In the fall of 2016, I showed Come Hell or High Water at the beginning of the semester instead.  I paired the movie with our early coverage of disasters and climate change (see the readings I used this time here). My thinking was that just as the film could be used at the end of the course to help tie everything together, so too it could be used at the beginning to help introduce the course content. This approach also seemed to work well, but I think I prefer the end-of-the-semester screening for the richer, better informed discussion that it generated.

All in all, I recommend the movie! If you use it in your own classes or at a campus screening, I’d love to hear how it goes. I’m sure director Leah Mahan would too.

Valentine’s Day and Fossil Fuels

If you’ve ever been to a workshop on how to write an op-ed, you’ll know that the leaders spend a lot of time talking about the need for your piece to have a “hook.” This usually means finding a way to link what you want to say to some kind of timely news event. Most of these are fairly straightforward. On Mother’s Day, you publish your op-ed about the need for state-sponsored maternity leave. On Valentine’s Day, you write about worker abuses and pesticide poisoning in the international cut-flower industry. Or, for another Valentine’s Day idea, you write about fossil fuels.

Wait, what? How do fossil fuels go together with Valentine’s Day? Well, watch “Breaking Up With Fossil Fuels is Hard to Do” for an example of a masterful, if somewhat unexpected, media “hook.”

 

 

Then, use it in your classrooms!

  • For media studies classes, use it as an example of a media “hook,” as described above. Or use it after showing this video first. Then use both videos to analyze framing, strategic political communication, and how political actors respond to the messages of their opponents.
  • For environmental studies, social movements, or politics classes, use the video above and this video as a way to get students interested in the politics of climate change. Both videos tell simplified, politicized stories. What truth is there in both videos? What are the the different plans that already exist for lowering our use of fossil fuels? What political forces oppose these plans? How likely are the plans to succeed in the contemporary political moment? What would it take for them to succeed?
  • For gender classes, watch the first video and ask students, “How is gender being used in this vide? What does it mean that the “fossil fuels” character is female? That the narrator is female? That the story is tied to Valentine’s Day and breaking up? What stereotypes about women are being used to help make the point that we shouldn’t “Break up with fossil fuels?”

Thank you to Jean Boucher and Milton Takei for sharing these videos on the environmental sociology listserve of the American Sociological Association. Happy teaching!

Slideshow: Happy People’s Earth Day!

Today I celebrated People’s Earth Day in good Bay Area fashion, with a protest! After environmental justice leaders met inside with officials to present these demands, I joined 65 environmental and social justice groups at the regional EPA headquarters for a rally.  Then everyone marched to the State Department offices on Market Street for the last day of public comment on the Keystone XL Pipeline.

For a taste of the event, check out this clip of Dr. Henry Clark from West County Toxics Coalition, who spoke after EPA Region 9 Administrator Jared Blumenfeld.

Or, take a look at my photos! (There’s a lot of them – put your mouse over the slideshow and use the buttons that appear to advance through it at your own pace. Be in touch if you’d like copies.)

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Press Advisory

The week that was

This week I:

– saw a banana slug on my way to class – the first one I’ve seen since I’ve been able to call the banana slug my school mascot!

– made a loaf of rye buttermilk bread from this newly released cookbook.  Yum!

– took advantage of an office-mate’s recommendation to back up my computer with Carbonite.  Besides backing up your files, it also lets you access everything on your computer anywhere you have an internet connection. Awesome!

– after two and a half years of revisions, submitted an article based on my master’s research findings to its first academic journal.  I felt proud and productive for about 45 minutes, and then fell into a sad, empty kind of state.  My writer and researcher friends tell me this is common.  : (

– guided my students into the murky waters of writing a literature review. So far so good.

– had some of my photos published as an accompaniment to an article on the recent agreement to allow California industries to offset their pollution by purchasing pollution credits in Chiapas, Mexico and Acre, Brazil. Check out the backstory in my post.

– read the following in preparation for the Supreme Court case on climate change that was heard on Tuesday. (Now I need to find out what the actual verdict was, and how it impacts the case in Alaska I described in a recent post)

– got a phone call from the post office saying that my new bees had arrived in the mail!  They are now settled safely into their new diggs, and being, well, busy little bees.

– indulged my fantasy of being a scholar-farmer by doing some grading at 5th Crow Farm.  The fantasy part, however, doesn’t involve my car smelling like PSG after lending a hand with errands (that’s Peruvian Seagull Guano for those of you not in the know). It also doesn’t involve the earth trying to eat my shoes as I navigate the mud in my “stylish and inappropriate” footwear of choice: clogs.

– realized, again, that nothing makes me feel incompetent faster than trying to hang out with farmers while they are working.

Bees at the post office – in the box they were shipped in

What do people from California have in common with people from Chiapas?

What do people from California have in common with people from Chiapas?  Read Jeff Conant’s latest article on AlterNet today to find out!  Be sure to check out the slideshow that accompanies it too – it includes some of my photos from the San Joaquin Valley.  Some of them have already been published elsewhere and some are new (like the one below).  All were chosen by the author to help readers visualize some of the toxicity problems in the San Joaquin Valley so they might better understand why some Valley residents participated in the recent lawsuit against California’s Global Warming Solutions Act.  See my other post on this topic here.

Jeff used to be my boss at the Hesperian Foundation when we worked on this book together (Spanish translation coming soon!).  He came to Hesperian after getting booted out of Mexico for, as I understand it, the crime of volunteering on small scale water distribution systems in Zapatista communities in Chiapas.  I left Hesperian to get a master’s degree at UC Davis, where I researched the Central Valley environmental justice movement.  Through the twists and turns of current events, our working lives have crossed paths again, this time through concerns about how a policy designed to slow climate change might negatively impact poor people in both California and Chiapas.

In our past life together, Jeff’s job was to write a book and mine was to get it illustrated, so providing photos for his article this week was a fun twist on an old theme.

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