In this course we will explore how racial, economic, and cultural background can affect people’s access to a clean, safe, and productive environment. Through readings, field trips, literature, videos, current news reports, class discussions, and guest lectures, we will examine case studies of how people’s environmental rights are being threatened or violated locally, nationally, and globally and the mechanisms being used to secure these rights.

1. To introduce students to the concept of environmental justice, including its relevance to the quality of life and livelihood of all people
2. To instill in students an understanding of the multifaceted nature of environmental justice issues involving societal, political, economic, aesthetic, as well as scientific factors
3. To explore local, national, and international examples of environmental injustice and discuss the similarities and differences among them
4. To consider how indigenous peoples are particularly vulnerable to environmental injustice
5. To develop in students a knowledge of the various agencies, institutions, and organizations involved in matters of environmental justice
6. To make students alert to environmental justice issues in the news
7. To consider the relationship between environmental justice and human rights
8. To provide students with a capstone experience that integrates various components from the liberal arts core in the exploration of environmental justice matters

At the conclusion of the course, students are expected to:

1. Define environmental justice and be alert to instances of environmental injustices they may encounter in the news, in their other courses, and in their communities.
2. Recognize the significance of environmental justice in social and political disputes, at the local, national, and international levels
3. Be able to gather information on and critically analyze the ecological, social, political, economic, and ethical aspects of current environmental justice concerns through case studies and field trips
4. Be able to explain the different perspectives of the parties involved in environmental justice disputes
5. Be able to recognize the relevance of individual action and group action in matters of environmental justice at the local, regional, national, and global levels
6. Be able to identify the roles of science, technology, community outreach, activism, arts, and the media in promoting awareness of environmental injustice
7. Have developed a sense of awareness and empowerment regarding their own ability to respond to environmental injustices they may encounter
8. Be able to apply their knowledge, intellect, and creativity in considering problems of environmental justice and offering suggestions for their resolution.

• Assigned readings from textbooks:
  • Bryant, B., 1995, Environmental Justice: Issues, Politics, and Solutions, Island Press, CA
  • Camacho, D., 1998, Environmental Injustices, Political Struggles: Race, Class, and the Environment, Duke University Press, NC
• Additional readings from handouts and other texts on reserve
• Portions of videos related to specific topics
• Relevant news reports from printed and broadcast news media

Relevant web sites for Internet research:

• US Environmental Protection Agency
• National Institute of Environmental Health Sciences
• Environmental Defense
• Working Group on Environmental Justice
• New York City Environmental Justice Alliance
• Environmental Research Foundation
• Center for Health, Environment and Justice

• Lectures including guest speakers
• Videos
• Student presentations
• Student participation in the form of questions and discussion
• Field trips
• Use of outside sources (library, government reports, literature from environmental justice organizations, Internet) to research case studies

Participation: Students are expected to attend all lectures and field trips. (outcomes 1-8)

Assignments: Students are expected to complete all reading assignments and must be prepared for class discussions and/or oral presentations based on these readings. (outcomes 1-8)

Quizzes: Students are required to take all quizzes. No make-up quizzes will be given. (outcomes 1-4, 6)

Case Study: Students will research a case study of a particular environmental justice problem and write a newspaper-style article for inclusion in Environmental Justice News to be distributed campus-wide during Earth Week. (outcomes 1-8)

Collaboration: Students will form a partnership with students from other courses currently being offered on the campus. This partnership will begin in early March and last through the semester. It will involve sharing topics covered in this course to see how they relate to topics covered in the other student’s course. The discussions that result are to be recorded in a journal and will be summarized in written form to be handed in and then presented to the rest of the class. This assignment is intended to help students recognize the interdisciplinary nature of environmental justice. Students will be given a set of guidelines to follow for this assignment and a list of recommended courses from which students may look for other students for partnerships. Following the presentations by each student toward the end of the semester, each student will write a summary of all the presentations to be handed in at the beginning of finals week. (outcomes 1-6, 8)

Reaction Papers: Students will be assigned to write a one-page reaction paper based on specific field trips, presentations by guest speakers, select videos viewed in class, and Earth Week activities. (outcomes 1-8)

Attendance of all lectures and field trips is required. Missing more than two classes (without a documented excuse, such as sickness) will have a negative impact on a student’s grade. Students who know they will be absent must notify the instructor ahead of time. Students who miss class because of illness should notify the instructor as soon as possible and present documentation. Students are responsible for all material covered in class and must contact another student to get notes and to find out any announcements made during class. There will be no make-up quizzes. Assignments handed in late will have points deducted. Neither disruptive behavior nor cheating will be tolerated. Students are expected to abide by the Academic Code of Conduct of The College of New Rochelle as stated in the school catalogue. Students with documented special needs must inform the instructor at the start of the semester of accommodations or services needed for successful academic participation.

Grading:

• Article for printing in Environmental Justice News: 30%
• Student partnerships with other courses:
  • written report based on journal: 20%
  • written summary of all student presentations: 20%
• Reaction papers and quizzes: 15%
• Student presentations and class participation: 15%

• Introduction to the course:
  • includes relevant definitions, history of EJ movement in US, copy of Executive Order, and discussion of students’ impressions of how race and economic class might affect one’s environment and how that relates to human rights
  • explanation of activities and assignments required
• Reading:
  • Bryant p. 221-233
  • handout of copy of UN Declaration of Human Rights

• Topic: Food from the seas
  • video on fisheries in India “Fishing in the Sea of Greed”
  • lecture on the ecology of the oceans and fisheries
  • pollution and fish consumption
• Reading:
  • Bryant p. 124-137
  • Report on anglers in the Hudson River

• Topic: Food and clothing from farms – part I
  • lecture on the ecology of agriculture
  • video The Cost of Cotton
  • hunger, food security, and sustainable agriculture
• Reading:
  • Report by Human Rights Watch on child farmworkers
  • Assignment: review website of United Farm Workers and related links
  • Bryant p. 149-186

• Topic: Food from farms – part II
  • factory farms and the production of meat and poultry
  • bioengineering of livestock and crops
• Reading:
  • Report by Food First—Warning: Corporate Meat and Poultry May Be Hazardous to Workers, Farmers, the Environment, and Your Health
  • Selections from Paradox of Plenty: Hunger in a Plentiful World, edited by D. Boucher

• Topics: Water conflicts in other countries
  • video on water conflicts “The Last Drop: Is the World Running Out of Water”
  • lecture on the hydrologic cycle and climate change
• Readings:
  • Search of United Nations website; selections from UN publications and reports

• Topic: Water conflicts in the US
  • Water supplies in the Southwest
• Readings:
  • Camacho p. 82-124

• Topic: Water contamination
  • point sources vs. non-point sources
  • legal and illegal toxic dumping
  • videos: selections from A Civil Action, Erin Brockovich
• Readings:
  • Selections from The Body Toxic: An Environmental Memoir by S. Antonetta

• Topic: Garbage disposal
  • lecture on different methods
  • video on landfills “Talking Trash”
• Readings:
  • Camacho p. 61-81

• Field trip – “Toxic Tour” of the waste transfer facilities in the south Bronx
• lecture and class discussion of siting of waste facilities
• Assignment:
  • Reaction paper and Internet search of news articles on dispute over this facility

• Field trip – “Toxic Tour” of the proposed bus depot in West Harlem
• Review drafts of articles for EJ News; final draft due April 8th
• Assignment:
  • Reaction paper and Internet search of news articles on dispute over this facility

UNIT IV – The Special Plight of Indigenous Groups

• Tentative guest lecture: Judith Kimmerling on the impact of oil extraction on indigenous people in Ecuador
• Alternatively, video “Trinkets and Beads”
• Readings:
  • Mann et al. p. 130-144

• Topic: Native Americans, resource extraction, and dumping of wastes
• video “Radioactive Reservation”
• Readings:
  • Bryant p. 138-148

• Topic: Indigenous groups, habitat destruction, and protection of species
• video “Shaman’s Apprentice”
• Readings:
  • Camacho p. 194-209
  • selections from Biodiversity and Human Health by F. Grifo

• Topic: Earth Day and Environmental Justice
  • lecture on the history of Earth Day
  • class discussions on EJ News
• Assignment:
  • attend Earth Day activities; read, distribute and discuss our issue of EJ News

• Student presentations based on their partnerships with students from other courses; class discussion
• Assignment:
  • Write summary of presentations

• Human rights vs. animal rights
• Assignment:
  • Each student will prepare individual assigned reading for class discussion
• Summary: Linking human rights and the environment
• Reading:
  • Worldwatch Paper 127 (Dec. 1995)

Final assignment due - written summary of presentations of student partnerships