This post is the first of several about the the Environmental Inequality class that I finished teaching at Howard earlier this month. It was my third time teaching the class. I wrote about its first incarnation at UC Santa Cruz in 2012 here, and shared my Howard University syllabus from 2015 here. Here’s what I did this time around:
The first time I taught the class, I kept the assignments simple with pop-quizzes and take-home essay exams. The second around, I had students do research and writing on websites they built themselves. You can find an overview of that assignment and all of the prompts I gave the students to complete it here.
This year we did a community-based research project. I’ve wanted to do a class project like this for a long time but the timing has never been right. The first time I taught Environmental Inequality at UC Santa Cruz I was filling in for my advisor for one semester only. It didn’t seem to make sense to do an intricate community-based project when I couldn’t design the project to last over multiple semesters. Also, it was my first time teaching my own college-level class as a graduate student. Also, my dad was ill. The second time I taught the class, last fall, I was brand new to Washington D.C. and didn’t yet have local contacts with whom to collaborate. This fall the timing was finally right. I had put some time into getting to know local organizations, and thought I could use the project to continue to get my bearings on the world of Washington D.C. environmental justice activism. Here’s the project overview from the syllabus above:
This semester we will work on a collaborative research project with the Smithsonian Anacostia Community Museum, Empower DC, and ANC commissioner Rhonda Hamilton from the neighborhood directly adjacent to Buzzard Point in Washington, D.C. Buzzard Point is currently being redeveloped. It will be the site of the new DC United Soccer Stadium and many other new construction projects. Our work will involve conducting oral history interviews with residents living near Buzzard Point to document their family history in the neighborhood, relationship to the community and to the adjacent Anacostia River, and experiences with pollution and development. We will host guest speakers as well as go on field trips and conduct off-campus research activities as part of this project. The Anacostia Community Museum will then add the transcripts to their archives and create a booklet based on your interviews to distribute to research participants in the winter of 2017. When the booklet is ready (early 2017), there will be an optional reception at the Smithsonian Anacostia Community Museum to which you will be invited. This effort is a pilot project to upon which I hope to build a longer-term research relationship with our off-campus partners. You will be provided with detailed assignment prompts to guide each stage of your work as the course progresses.
In the next few posts, I’ll share reflections on the boat tour we took as a class on the Anacostia River, the interviews the students conducted, and some of our in-class activities. Some of the posts will also have slideshows. Stay tuned!
Last fall Mike Ewall and Dante Swinton of Energy Justice Network led my students and me on a “toxic tour” of Baltimore. Toxic tours are one way that environmental justice activists do political education. They involve bringing politicians, environmental agency staff and others into the communities where activists live and/or work to build awareness of the problems there and find ways to support local activists in trying to solve them. In our case, Mike and Dante led the students in my fall Environmental Inequality classes to see some of the contested sites where they work. This gave the students a better way to visualize the things we had been reading about, and to learn about their local applications.
We started at the Wheelabrator Baltimore trash incinerator. We were immediately reminded of the environmental justice slogan that defines the environment as “the places we work, live and play” by the sight of families picnicking at the park directly adjacent to the incinerator. We moved on to the site of a proposed new incinerator (for trash, tires, shredded cars and wood waste), a coal and steam-fired electrical generating station, a closed hazardous waste landfill, the port (piled high with coal), the nation’s largest medical waste incinerator and a municipal waste landfill, among other industrial sites.
Since our visit, the proposed new incinerator that we learned about has been defeated, at least for now. Baltimore resident Destiny Watford, co-founder of the student group Free Your Voice, became the 2016 recipient for North American of the international Goldman Prize for her leadership role in the campaign.
My students got a lot out of the trip. They had read about the problems of industrial pollution and the people who live right next to polluting industries, but walking those landscapes seemed to make the issues much more real for them. For my part, I was saddened to see again in Baltimore many of the same problems I am familiar with from my research in California. It’s one thing to know about national trends, and another to see for oneself that they are, indeed, national.
The photos below show some of the places we went. They depict Mike Ewall and Dante Swinton from Energy Justice Network, as well as my students from Howard University – Olivia Byrd, Jesse Card, and Gerlene Toussaint. Sign up for the Energy Justice newsletter or “like” the Free Your Voice Facebook page to find out how you can plug in.
This summer I graduated with my Ph.D. from UC Santa Cruz, packed up my home, and drove across the country to Washington DC. Since August 16th I have been working as an Assistant Professor at Howard University‘s Department of Sociology and Anthropology. The department is in developing an area of expertise in environmental justice scholarship, and next year the campus will launch a major in environmental studies. So, it’s an exciting time to join Howard’s faculty. I’m also looking forward to helping to bridge the new emphasis on environmental justice with the department’s existing expertise in medical sociology through research on environmental health. I hope to continue to collaborate with environmental justice/health scholars and activists in California and also make new connections here in Washington D.C.
When I left UC Santa Cruz, the campus was in the final stages of becoming a federally designated “Hispanic Serving Institution.” In the Sociology department, about 65% of the undergraduate majors were part of the first generation to go to college in their family. I enjoyed working with first-generation college students and the campus’s growing population of undocumented students, and am proud to now work at a historically black university also committed to populations underserved by higher education.
This year I am teaching “Introduction to Sociology” and “Environmental Inequality.” Over the next few years I plan to develop new courses in “Sociology of Environmental Health” and “Sociology of Food and Agriculture.” We are in our second week of classes already and the students have been great. But, I’ll miss being able to say that my school mascot is a banana slug!
If you are in the area, drop me a line to say hello!
My new professional home – Frederick Douglass Memorial Hall.