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:
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 converged 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.
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.
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!