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ENVS 195: Race, Class, and Garbage: The Inequalities of Waste Fall 2011 Thursday, 4:00 6:45 p.m.

., L&L B 101 Tracey Tsugawa ttsugawa@uvm.edu 802-872-0494 Course description: This course examines the environmental waste through a social justice lens: how racism, sexism, classism, prejudice, and power are intimately intertwined with environmental pollution. Powerful companies create, handle, and dump toxic waste in the neighborhoods of the politically weak, people of color and the poor; corporate mines leave native lands radioactive; recycling takes place in other countries without adequate protections for human health and the environment. This course looks at aspects of environmental waste in the context of the environmental justice movement, activist motivations. We will look at case studies in waste-related issues of environmental injustice for various underrepresented peoples, as well as some promising examples of successful organizing and resistance. We will also examine theoretical frameworks for understanding environmental justice conflicts at the structural level. Course Purpose: 1) to cultivate and bring a social justice analysis and perspective to environmental waste issues; 2) to examine and understand the impact of environmental injustice related to waste and pollution on the everyday lives of people in the U.S. and abroad; 3) to develop and articulate a personal impact and action vision for addressing waste in daily life through an environmental justice lens. Course Texts (required): Grossman, Elizabeth. High Tech Trash: Digital Devices, Hidden Toxics, and Human Health (Washington, DC: Island Press, 2006) Johnson, Allan. Privilege, Power and Difference (New York: McGraw-Hill, 2006) McGurty, Eileen. Transforming Environmentalism: Warren County, PCBs, and the Origins of Environmental Justice (New Brunswick: Rutgers University Press, 2007) Royte, Elizabeth. Garbageland: On the Secret Trail of Trash (New York: Back Bay Books, 2005)

Course Outline: Topics only (see below for reading assignments) I. Garbage in, garbage out, garbage upstream, garbage downstream (two weeks) II. Introduction to Environmental Justice (one week) III. Power and Privilege: systems & structures of inequality (two weeks) IV. Zones of Injustice (six weeks) V. The Fight for Justice (two weeks) Course Methods: The course will be held in seminar style, with a focus on discussion much of the time, depending on the subject matter. More challenging theoretical material will be presented in lecture format. Group projects, paired interviews and small group presentations will also be part of the course. Students are expected to attend all classes and read the assigned articles before class. If you must miss a class, please inform the instructor ahead of time and ask another student for assistance in catching up on the material. Unexcused absences will result in a reduction of participation points. Assignments: 1) Reading: This course is a seminar style course in which reading is central to the content. We will spend much of our time examining the reading in depth. You are expected to have read the reading before coming to class. There will be 4-5 pop quizzes throughout the semester to check your comprehension of concepts/issues from the readings. Pop quizzes are worth up to 10 points (12 points with bonus question) and will be included in the calculation of your overall participation grade. 2) Writing: There are two take-home exams for the course and two reflection papers. For the exams, a set of questions will be handed out two weeks before the exam is due. You will select two essays to write, 3-4 pages in length. 3) Reflection Papers (two short 4-5 page essays, 25 points each): These will be short papers, 4-5 double-spaced pages long, in response to selected reading assignments throughout the semester. Assignment instructions will be handed out in class. Excellent responses will show both depth of personal reflection and thoughtful inquiry and accurate representation of the authors ideas and perspectives. The papers provide an opportunity to integrate new ideas and perspectives from class readings and discussion with your own life experiences. 2

4) Case Study Presentation (150 points): Students will work individually or in groups of 2-3 people on an in-depth presentation investigating an environmental justice case study based in the U.S. Using print (articles, books, etc.) and web sources, individuals/groups will undertake their research early in the semester and, on their assigned day, prepare to teach the class for 20-30 minutes about their case study, drawing on environmental justice theory and analysis methods. A detailed assignment sheet with specific guidelines will be provided. Classmates will be randomly selected to evaluate case study presentations and these evaluations will be taken into account in the presentation grade for each student. 5) Extra credit activities (Up to 2 extra credit projects can be presented in class any time during the course of the semester with advance notice to the instructor, 25 points each): What do I do with this? share and tell (identify and research the garbage and report why this type of garbage is particularly bad). A Garbage Hall of Fame will be established and at the end of the semester, students will vote for the 3 worst kinds of garbage in the Hall of Fame. Awards will be given out for the top three items. Recycle creations. Your creation must incorporate at least 4 recycled items and the creation must be practical (something you can/do use on a regular basis). Garbage poem, garbage song. Inspired by anything we have read, discussed, viewed, or done for class. Grading: Your grade will be based on your written work, which will reflect both your understanding of the reading and your independent reflection, and on your oral participation in discussion and in the group project. Take Home Exam #1 100 pts Take-Home Exam #2 100 Case Study Presentation 150 Reflection Papers (25 points each) 50 Class Participation 100 TOTAL Extra credit (up to 25 points each) 500 50

Course Policies: Absences: Attendance will be taken, and unexcused absences will factor into your final grade. Since the class only meets once a week, missing one class is the equivalent of missing 2-3 classes of other courses. Absences are not 3

excused unless they are personally cleared with the instructor. Everyone is expected to attend every class, both for your own personal learning, and to contribute to the community of learners in the group. A small make-up assignment will be assigned if you miss a class. Late work: Unless you have requested an extension ahead of time due to illness or family emergency, late submissions will be penalized. Reading and homework assignments: September 1: Garbageland: Its September 1, 2011 Do you know where your garbage came from, how much you generate, where it is now, where it is going to end up, and how it has impacted and will impact the lives of others and the environment? Homework assignment: Between now and the next class, during the course of one day write down every single item you use that is partially or completely made of plastic. Bring your list to class on September 8th. September 8: Garbage, Part I Homework assignment: On Wednesday, September 14th you must collect and carry with you all the garbage you generate on this day. Bring your garbage to class on Thursday, September 15th. Reading assignment for September 8th: Introduction and Chapters 1-7 in Garbageland: On the Secret Trail of Trash, pp. 3-157 September 15: Garbage, Part II Guest: Erica Spiegel (UVM solid waste coordinator) Reading assignment for September 15th: Chapters 8-12 in Garbageland: On the Secret Trail of Trash, pp. 158-250. September 22: Introduction to environmental justice Reading assignment for September 22nd: Robert Bullard, "Environmental Justice in the Twenty-first Century," in The Quest for Environmental Justice, ed. Robert Bullard (San Francisco: Sierra Club Books, 2005), pp. 19-42. (Posted on Blackboard) Steve Lerner, "Introduction," in Sacrifice Zones: The Front Lines of Toxic Chemical Exposure in the United States, (Cambridge, MA: The MIT Press, 2010), pp. 1-15. (Posted on Blackboard) Ronald Sandler and Phaedra Pezzullo, "Introduction," in Environmental Justice and Environmentalism: The Social Justice Challenge to the Environmental Movement, ed. Ronald Sandler and Phaedra Pezzullo (Cambridge, MA: The MIT Press, 2007), pp. 1-24. (Posted on Blackboard) Dale Jamieson, "Justice: The Heart of Environmentalism," in Environmental Justice and Environmentalism: The Social Justice Challenge to the Environmental Movement, ed. Ronald Sandler and Phaedra Pezzullo (Cambridge, MA: The MIT Press, 2007), pp. 85-101. (Posted on Blackboard)

David Pellow, "Environmental Inequality Formation: Toward a Theory of Environmental Justice," The American Behavioral Scientist 43, no. 4 (January 2000): 581-601. (Posted on Blackboard) National People of Color Environmental Leadership Summit, "Principles of Environmental Justice," (Washington, D.C., 1991) (Posted on Blackboard) First reflection paper due October 13 September 29 & October 6: Social Justice 101: Systems and structures of social inequalities Reading assignment for September 29th: Chapters 4-6 in Readings for Diversity and Social Justice, eds. Maurianne Adams, et al., (New York: Routledge, 2010), pp. 21-51 (Posted on Blackboard) Chapters 1-3 in Privilege, Power and Difference, pp. 1-53 Reading assignment for October 6th: Chapters 4-8 in Privilege, Power and Difference, pp. 54-124 Luke Cole and Sheila Foster, Environmental Racism: Beyond the Distributive Paradigm and Processes of Struggle: Grassroots Resistance and the Structure of Environmental Decision Making, in From the Ground Up: Environmental Racism and the Rise of the Environmental Justice Movement (New York: New York University Press, 2001), pp. 54-79, 103-133. October 13 & 20: The evolution of environmental justice: The making of a social movement, Part I & Part II Reading assignment for October 13th: Chapters 1-3 in Transforming Environmentalism: Warren County, PCBs, and the Origins of Environmental Justice, pp. 1-80 Cerrell Associates, Political Difficulties Facing Waste-to-Energy Conversion Plant Siting (1984), pp. 1-40 (Posted on Blackboard) Reading assignment for October 20th: Chapters 4-Epilogue in Transforming Environmentalism: Warren County, PCBs, and the Origins of Environmental Justice, pp. 81-166 Take home mid-term exam due October 27 October 27 & November 3: Environmental injustice from extraction to disposal the global impact of consumption Reading assignment for October 27th: Chapters 1-5 in High Tech Trash: Digital Devices, Hidden Toxics, and Human Health, pp. 1-138 Reading assignment for November 3rd: Chapters 6-8 in High Tech Trash: Digital Devices, Hidden Toxics, and Human Health, pp. 139-252 Optional: Silicon Valley Toxics Coalition, Corporate Strategies for Electronics Recycling: A Tale of Two Systems, (2003) (Posted on Blackboard) November 10 & 17: Case study presentations & discussions 5

Second reflection paper due December 1 December 1: Blessed Unrest: Taking back the earth with justice for all Guest: Jessica Edgerly, Toxics Action Center Chapters 13-14 in Garbageland: On the Secret Trail of Trash, pp. 251-294. Chapter 9 in Privilege, Power and Difference, pp. 125-153 Chapter 9 in High Tech Trash: Digital Devices, Hidden Toxics, and Human Health, pp. 253-265 Optional: Hawken, Paul, Immunity and Restoration in Blessed Unrest: How the Largest Social Movement in History is Restoring Grace, Justice, and Beauty to the World, (New York: Penguin Books, 2007), pp. 139-190 (Posted on Blackboard) Take-home exam due Wednesday, December 14