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Home , Barry Commoner, Environmental sociology, Michael Mayerfeld Bell

ENVIRONMENTAL SYLLABI AND INSTRUCTIONAL MATERIALS

FIFTH EDITION

COMPILED AND EDITED BY

RIK SCARCE SKIDMORE COLLEGE

AND

MICHAEL MASCARENHAS MICHIGAN STATE UNIVERSITY

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TABLE OF CONTENTS

Introduction ...... i Undergraduate-Level Syllabi and Instructional Materials ...... 1 Joe Bandy, ...... 3 Mark E. Braun, Environmental Sociology ...... 11 Jeffrey Broadbent, And The Environment: A Growing Dilemma ...... 16 Phil Brown, Environment And Society...... 24 Phil Brown, Contested Environmental Illnesses ...... 28 Cliff Brown, Environmental Sociology...... 34 Robert J. Brulle, Introduction to Analysis...... 41 F. Kurt Cylke Jr., Environmental Sociology ...... 46 Elizabeth Duffy, Social Problems: Environment ...... 52 Zsuzsa Gille, Environmental Sociology: Nature, Culture, Power...... 60 Ken Gould, Environmental Movements...... 66 Clare Hinrichs, Environmental Sociology...... 71 Christine Overdevest, Readings in ...... 78 Blake D. Ratner, Population, Environment, and ...... 84 Blake D. Ratner, Sociology of Environmental Change...... 90 J. Timmons Roberts, Globalization and the Environment...... 97 Tamara L. Smith, Environmental Sociology...... 104 David A. Sonnenfeld, Society and Environment: Historical and Contemporary Dynamics, Issues, and Ethics ...... 109 Russell A. Stone, Society and the Global Environment...... 115 Richard York, , Technology, and the Environment ...... 123 Sammy Zahran, Political Economy Of The Environment...... 128 Stephen Zavestoski, Environmental Sociology...... 137 Stephen Zavestoski, Health and the Environment...... 142

Graduate-Level Syllabi and Instructional Materials ...... 148 Michael M. Bell, Environmental Sociology...... 149 Robert J. Brulle, Theory And Practice Of Environmental Policy Analysis ...... 166 Frederick H. Buttel, Environmental And Resource Sociology ...... 170

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Sherry Cable, Advanced Topics in Energy, Environment, and Natural Resources Policy: “Inequalities in Environmental Risk”...... 182 Lori M. Hunter, Population and the Environment...... 199 Angela G. Mertig, Social Impact Analysis...... 207 Alan Rudy, Environmental Sociology...... 217 David A. Sonnenfeld, Environmental Sociology: Comparative and Historical Perspectives...... 223 Contributors...... 244

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INTRODUCTION

We hope it says something important that this fifth edition of Environmental Sociology: Syllabi and Instructional Material arrives only four years after the fourth, whereas there was an eight year gap between editions three and four. Our parent discipline seems increasingly to appreciate the import of the “natural” on social phenomena. Durkheim may be turning in his grave, but we mean no disrespect. Indeed, it is a sign of the impressive power and reach of the sociological vision, and of sociological practice, that environmental sociologists have managed to extend their research interests into such vast arrays of human social existence that we can supply a wealth of thought-provoking information to our students.

As we have searched these materials for themes, new developments, and possible emphases in our colleagues’ courses, a host of things stand out. We noted some of these as trends in the Fourth Edition; we mention them now because they are taking root. Other, equally exciting new developments are reflected in these pages as well.

First, has grown in importance to the point that it is taught in all courses, both at the undergraduate and the graduate levels. Moreover, the environmental justice literature is so expansive that it is can support the entire subject matter of some classes.

Second, closely related to environmental justice are questions of environmental fairness and equity on a global scale. Like environmental justice, globalization was a noteworthy theme in the last edition of the syllabus set. Now there is a clear trend of instructors emphasizing globalization’s effects on diverse peoples and the environments upon which they depend. The character of the global environmental justice movement, and the allied issues associated with critiques of globalization, is likely to receive growing attention in our classrooms.

Third, critical perspectives regarding the relationship of society to the nonhuman world continue to garner a great deal of attention. Can there be any more profound and far-reaching contradiction in late than our dysfunctional, self-destructive relationship with the nonhuman world? Even as capitalism enjoys its most secure period ever, the evidence mounts that its material foundations are in fact less secure than ever. That evidence is available to our students in ever-increasing volume and quality.

That said, a fourth theme—one that is emerging and contradictory—can be found in these pages. Many observers see eco-Marxist concerns as mirroring those of theorists and researchers whose work reflects other perspectives in a key way: they tend to reify a nature-society dualism. Such facile distinctions, these scholars assert, are theoretically weak nor can they stand up to empirical investigation. Whether for understanding or for problem-solving, when we fail to appreciate the intimate interrelatedness of environment and society, and when we ignore the impossibility of distinguishing between the two in any but the most analytical senses, we simply spin our wheels. While this subject appears to arise primarily in graduate-level classes, it is likely to be a centerpiece of courses at all levels for years to come.

Fifth, although environmental sociologists have long had an interest in the policy process, the growing emphasis in our courses on environmental policy making is impressive. This is an especially exciting development for those of us who have the opportunity to work with policy makers. It means, among other things, that our environmentally-inclined students will enter the job market better equipped than ever to influence policies, rules, and regulations.

Sixth, more and more of us are using films and videos in our classrooms. Sociology generally, and environmental sociology in particular, comfortably admit a host of innovative teaching and learning

1 strategies. Non-traditional methods–like active learning–and tools that displace the instructor as the sole provider of information in classes are growing in across . They are likely to inspire more critical and aware citizens in the future–a heartening thought for those of us who decry campus apathy.

Another trend on campuses across the nation is their “greening,” and a few of the syllabi reflect the new- found power of environmental concern where teaching and learning take place. Campuses are joining together to purchase “green” energy (the treadmill be damned?) and others have committed to increase environmentally-sensitive behaviors in areas a diverse as building construction and building demolition.

Campus greening often goes hand-in-hand with environmental , another emergent theme in this edition. All of us teach about the , but many of us have been slow to recognize that many of our students are–or want to be–a part of the movement. Activism raises concerns for some of our colleagues regarding the academic freedom of our students. Creative instructors may identify alternatives for students who do not want to get involved, but most will be pleased by how universal environmental concern, and a willingness to act on that concern, is in our courses.

Service-learning is closely related to activism and prompts similar concerns. However, environmental service-learning is increasingly popular on our campuses in an array of disciplines. Although only a small number of these syllabi include a service-learning component, many of us who have required it of our students have been pleased by the results. Students may go into a service-learning project unsure of their interest, abilities, or background knowledge, but they seem to come out of the experiences having practiced or critically explored what they are exposed to in our classes. They also emerge hungry for more opportunities to make a difference and self-empowered to do precisely that.

A Note on Content and Formatting We received many syllabi for graduate-level courses—in terms of page length, virtually an equal amount as for undergraduate classes: another sign that environmental sociology has gained a strong footing in the discipline. Because of this, we divided the materials into undergraduate and graduate sections. In some instances, syllabi in the “undergraduate” section come from courses that are open to graduate students; we felt comfortable locating those submissions where we did since the preponderance of students taking those courses would be at the baccalaureate level.

As for formatting, unlike the fourth edition, this time around we decided not to attempt to apply a common format to all of the syllabi. However, we did impose a single font and size to the text throughout; the only exceptions are the few pages of exemplary evaluative materials, which are in a sans- serif text to distinguish them from the syllabi. For those rough spots that may have resulted from our reformatting, our apologies to the instructors who so kindly shared their course materials with us.

Rik Scarce Michael Mascarenhas Department of Sociology Department of Sociology Skidmore College Michigan State University 815 North Broadway 315 Berkey Hall Saratoga Springs, 12866 East Lansing, Michigan 48825 [email protected] [email protected]

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UNDERGRADUATE-LEVEL SYLLABI AND INSTRUCTIONAL MATERIALS

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ENVIRONMENTAL SOCIOLOGY Sociology or 221

Joe Bandy Middlebury College

Constant revolutionizing of production, uninterrupted disturbance of all social conditions, everlasting uncertainty and agitation distinguish the bourgeois epoch from all earlier ones. All fixed, fast-frozen relations, with their train of ancient and venerable prejudices and opinions are swept away, all new-formed ones become antiquated before they can ossify. All that is solid melts into air, all that is holy is profaned, and man [sic.] is at last compelled to face with sober senses his real conditions of life and his relations with his kind. -, The Communist Manifesto, 1848:63

The noontide panic fear in which men [sic.] suddenly became aware of nature as totality has found its like in the panic which nowadays is ready to break out at every moment: men expect that the world, which is without any issue, will be set on fire by a totality which they themselves are and over which they have no control. -Max Horkheimer and Theodor Adorno, The Dialectic of Enlightenment, 1947:29

The end of the feast is always signaled by the return of the animal kingdom -Michel Serres paraphrased by Kroker, Kroker, and Cook, Panic Encyclopedia, 1989:115

It isn’t pollution that’s harming the environment. It’s the impurities in our air and water that are doing it. -former Vice President Dan Quayle, 1988-91

Course Description Environmental sociology is a field that provides insight into the complex social processes which define, create, and indeed threaten our . By discussing issues of science and technology, popular culture, economics, urbanization, racial and gender relations, as well as social movements, this course will reach a broad understanding of . More specifically, this course will investigate the relationships between various environmental and social problems, as well as the many political ideologies, philosophies, and movements that have continually redefined how we think of nature and sustainability.

Course Requirements 1) Attendance/Participation. Everyone is encouraged, not only to be in attendance during class and films, but to participate actively. For film showings, I expect you to be present, take notes, and to write down questions to be asked in class. For class, I will endeavor to make the classroom as comfortable as possible, so that you will feel free to ask questions and make observations, comments, or critiques. As a part of your participation grade, you will be asked to make group presentations based on the readings throughout the semester. You will have the opportunity to sign up for a particular week(s) topics at the beginning of the semester, so please review the Course Schedule below and determine which weeks are most interesting and challenging for you. In all class sessions however, I will expect you to participate. I will expect you to take initiatives in group discussions, present current news items, ask questions about unclear or controversial issues, and to engage one another in active debate. Ideally, the class will be a place of experimentation in which you and I can

3 engage in thought exercises and debates on issues with a critical, non-judgmental, and open mind – a place where we can articulate incomplete or controversial ideas freely. Without active participation your education will be severely impaired, so please take your fellow classmates and your own development seriously by participating regularly and actively.

2) Reading. All other assignments assume that you will be reading carefully the assigned texts below. For each week, you will be asked to read approximately one hundred pages of material, which should be completed by the first day of the week they are to be discussed. No assignment is as important for your progress in this class as reading. Therefore, I expect for you to keep up and be an active critical reader. 3) Briefs. Throughout the semester you will have to write ten briefs, due on days highlighted throughout the Course Schedule. In these, I will look for you to reflect on the central arguments for that week’s readings, including a summary of basic themes. I also will expect you to offer commentary, which should be based on your own analysis of the readings. This should integrate personal experiences, current events, and sociological insights drawn from other courses you have taken, and it would be an ideal place for you to reflect upon issues related to your service project (discussed below). 4) A Problem-Based Service Learning (PBSL) Project. A PBSL project entails a student, under the guidance of the instructor, working with a “community partner” or “client” to solve a problem. That is, the project incorporates a problem-based approach to community service learning, hence PBSL. This is a very different form of assignment than most Bowdoin faculty give in their courses. It asks you to match your learning needs to community service in ways that can enhance both your education and the surrounding community. Where PBSL has been used, it has been found that students gain a deeper and practical understanding of course materials, greater interpersonal and leadership skills, and a sense of connection to their community. The work for PBSL projects will be completed in several stages. • In the first week of the course, I would like you as individuals, and potentially as a group, to survey the topics of the syllabus and identify issues that are particularly interesting or troublesome to you. You may also select from areas of environmental/social studies that are not represented in the syllabus (e.g., or religion and environment). Together, we will work with the staff of Bowdoin to see if our interests and learning needs match the needs of community partner(s). We will then make contact with potential community partners to discuss their work and determine whether we can assist them while addressing the topics of the course. Community partners may be neighborhood or community associations, non-governmental organizations, government offices, or potentially even private enterprise. • By the fourth week of the course, we will work to write a problem statement(s) that will define the issues, discuss the community partner’s needs, and then articulate a way that we can both address their needs and meet the learning goals of the course. • Throughout the middle portion of the course, we will work with the community partner(s) to address their needs, making periodic reports to the class along the way. • In week nine, you will be responsible for handing in the first section of your final PBSL report, which will include 1) an introduction to the entire project, 2) a background report on the environmental/social issues of your project, 3) and a revised version of the problem statement you wrote in week four. • At the end of the course, you will have due a final project paper. Here, you will add to the paper you handed in on week nine. This additional section will explain the substance of your work for the community partner, how you helped them, and what you learned from the project about the given issue. Here, I will ask you to reflect not merely on the immediate issues important to the community partner, but also on more abstract but relevant issues surveyed in the course. This final project will also be presented orally to members of the

4 class and community partners in a symposium open to the Sociology Department and the Environmental Studies Program.

In all writing assignments, please use the front and back of each sheet of paper. Also, please use the ASA style guide for your notes and bibliography (modeled in the citations throughout the course schedule below). Please note that late assignments will not be accepted unless you have an excuse from the Dean’s Office. The fact that you may have assignments due for other classes on or near the same days as this class is not a valid excuse for late papers. If you do not have a valid excuse, late assignments will receive lower grades. For each day the assignment is late, the paper grade will be reduced by a third of a letter grade.

Grade Distribution Attendance/Participation 20% Briefs 25% Short Papers 30% Long Paper 25%

Grading Scale A+ 97-100 B+ 87-9 C+ 77-9 D+ 67-9 F 0-59 A 94-6 B 84-6 C 74-6 D 64-6 A- 90-3 B- 80-3 C- 70-3 D- 60-3

Required Readings Bullard, Robert D., Glenn S. Johnson, and Angel O. Torres. Eds. 2000. Sprawl City: Race, Politics, and Planning in Atlanta. Washington, DC: Island Press. Davis, Mike. 1998. of Fear: Los Angeles and the Imagination of Disaster. New York: Metropolitan Books. Davis, Susan G. 1997. Spectacular Nature: Corporate Culture and the Sea World Experience. Berkeley: University of California Press. Faber, Daniel. 1993. Environment Under Fire: Imperialism and the Ecological Crisis in Central America. New York: Monthly Review Press. Foster, John Bellamy. 1994. The Vulnerable Planet. A Short Economic History of the Environment. New York: Monthly Review Press. All other readings not contained within the books are on reserve in H/L and in the Riley House.

Films Deadly Deception: General Electric, Nuclear Weapons & Our Environment Environment Under Fire Green Dreams Greenbucks: The Challenge of Greening of Cuba Hungry for Profit The Kayapo: Out of the Forest Koyaanisqatsi Lacandona: The Zapatistas and the Rainforests of Chiapas, Mexico Pesticides and Pills: For Export Only Race to Save the Planet, Volume 9 Safe Subdivide and Conquer: A Modern Western Times Beach, Missouri

5 We All Live Downstream Wilderness: The Last Stand Witness to the Future: A Call for Environmental Action

This list of films includes those that are scheduled to be shown as a part of the Soc/ES 221 film series and those that are merely recommended. See the course schedule below for specifics.

Course Schedule: Week 1 Day 1, Jan. 21 – Introductions Day 2, Jan. 23 – Environmental Sociology Merchant, Carolyn. 1992. “The Global Ecological Crisis.” Ch. 1 in Radical Ecology. The Search for a Livable World. New York: Routledge. Pp. 17-40. Dunlap, Riley E. 1997. “The Evolution of Environmental Sociology: A Brief History and Assessment of the American Experience.” Ch. 1 in The International handbook of Environmental Sociology. Eds. M. Redclift and G. Woodgate. Cheltenham: Edward Elgar. Pp. 21-39. Discussion: Contacting a Community Partner Due: A one paragraph statement on the environmental problem or issue you would like to make the basis of your service learning project.

Week 2 Day 3, Jan. 28 – Environmental Realism vs. Demeritt, David. 2001. “Being Constructive about Nature.” Ch. 2 in Social Nature: Theory, Practice, and Politics. Eds. N. Castree and B. Braun. Malden: Blackwell. Pp. 22-40. Redclift, Michael and Graham Woodgate. 1997. “Sustainability and Social Construction.” Ch. 3 In The International handbook of Environmental Sociology. Eds. M. Redclift and G. Woodgate. Cheltenham: Edward Elgar. Pp. 55-70. Proctor, James D. 2001. “Solid Rock and Shifting Sands: The Moral Paradox of Saving a Socially Constructed Nature.” Ch. 12 in Social Nature: Theory, Practice, and Politics. Eds. N. Castree and B. Braun. Malden: Blackwell. Pp. 225-40. Due: Brief covering Readings for Days 3 and 4 Day 4, Jan 30 – Environmental Sociology and Dickens, Peter. 1997. “Beyond Sociology: Marxism and the Environment.” Ch. 12 in The International handbook of Environmental Sociology. Eds. M. Redclift and G. Woodgate. Cheltenham: Edward Elgar. Pp. 179-94. Horkheimer, Max and Theodor Adorno. 1999. “The Concept of the Enlightenment.” Ch. 2 Ecology: Key Concepts in Critical Theory. Ed. C. Merchant. New York: Humanity Books. Pp. 44-50. Leiss, William. 1999. “The Domination of Nature.” Ch. 4 in Ecology: Key Concepts in Critical Theory. Ed. C. Merchant. New York: Humanity Books. Pp. 55-64. Eckersley, Robyn. 1999. “The Failed Promise of Critical Theory.” Ch. 5 in Ecology: Key Concepts in Critical Theory. Ed. C. Merchant. New York: Humanity Books. Pp 65-77. Due: Oral progress report on locating a community partner, defining a common problem

Week 3 Day 5 & 6, Feb. 4 & 6 – Foster, John Bellamy. 1994. The Vulnerable Planet. A Short Economic History of the Environment. New York: Monthly Review Press. Pp. 11-142. Films: Wilderness: The Last Stand

6 We All Live Downstream Websites: Quick Guide to Eco-Ideologies – www.dsausa.org/dsa/dsa/dsa/rl/ESR/EcoIdeas.html USDA Forest Service – www.fs.fed.us Association of Forest Service Employees for – www.afseee.org EPA’s Index of Watershed Indicators – www.epa.gov/iwi Mississippi Water Pollution Control Operator’s Association – www.mwpcoa.org – www.greenpeace.org , Mississippi Basin Ecoregion – www.sierraclub.org/ecoregions/missbasin.asp Due, Day 5: Brief covering readings from Days 5 and 6 Discussion, Day 6: Writing a Problem Statement

Week 4 Day 7 & 8, Feb 11 & 13 – Eco-Feminisms and Ecological Democracy Sandilands, Catriona. 1999. “A Geneaology of ,” “From Difference to Differences: A Proliferation of Ecofeminisms,” and “From Natural Identity to Radical Democracy.” Chs. 1, 3, 4 in The Good Natured Feminist: Ecofeminism and the Quest for Democracy. Minneapolis: University of Minnesota Press. pp. 3-27, 48-96. Rocheleau, Dianne, Barbara -Slayter, and Esther Wangari. 1996. “Gender and Environment: A Feminist Political Ecology Perspective.” Ch. 1 in Feminist Political Ecology: Global Issues and Local Experiences. D. Rocheleau et al. Eds. New York: Routledge. pp. 3-23. Due, Day 8: Problem Statement and Plan for Community Service

Week 5 Day 9 & 10, Feb 18 & 20 – The Nature of Spectacle Davis, Susan G. 1997. “Another World: Theme Parks and Nature,” “Producing the Sea World Experience: Landscape and Labor,” and “Dreaming of Whales: The Shamu Show.” Chs. 1, 3, and 6 in Spectacular Nature: Corporate Culture and the Sea World Experience. Berkeley: University of California Press. Pp. 19-40, 77-116, 197-232. Web Sites: Sea World Adventure Parks: www.seaworld.com/ Sea World Database: www.seaworld.org/ Due, Day 9: Brief covering readings for Days 9 and 10 Discussion, Day 10: Problem Solving Methods

Week 6 Day 11 & 12, Feb. 25 and 27 – Urban Development I: Los Angeles, an Environmental Biography Davis, Mike. 1998. “The Dialectic of Ordinary Disaster,” “How Eden Lost its Garden,” “Maneaters of the Sierra Madre,” and Chs. 1, 2 and 5 in Ecology of Fear: Los Angeles and the Imagination of Disaster. New York: Metropolitan Books. Pp. 3-92, 195-272. Film: Green Dreams Web Sites: Interview with Mike Davis: usnews.miningco.com/medianews/usnews/library/weekly/aa081798_pagetwo.htm LA Weekly, “Jeremiah among the Palms”: www.laweekly.com/ink/99/01/news- macadams.shtml Due, Day 11: Brief covering readings for Days 11 and 12

7 Week 7 Day 13 & 14, March 4 & 6 – Urban Development II: Atlanta and the Politics of Sprawl Bullard, Robert D., Glenn S. Johnson, and Angel O. Torres. Eds. 2000. Sprawl City: Race, Politics, and Planning in Atlanta. Washington, DC: Island Press. Chs. 1, 2, 5, 7, 8 Film: Subdivide and Conquer Web Sites: Sierra Club Stop Sprawl Campaign – www.sierraclub.org/sprawl/ Sprawlwatch Clearinghouse – www.sprawlwatch.org/ Top 10 Influences on the American Metropolis of the Past 50 Years – www.fanniemaefoundation.org/research/facts/wi99s1.html Due, Day 13: Brief covering readings for Days 13 and 14

Spring Break – March 8-23

Week 8 Day 15 & 16, March 25 & 27 – Environmental Justice I: Environment and Race Bullard, Robert. 1993. “Anatomy of .” In Toxic Struggles: The Theory and Practice of Environmental Justice. Ed. R. Hofrichter. Philadelphia: New Society Publishers. Pp. 25-35. Gedicks, Al. 1998. “Racism and Resource Colonization.” Ch. 10 in The Struggle for Ecological Democracy: Environmental Justice Movements in the United States. Ed. D. Faber. New York: Guilford Press. pp. 272-92. Hamilton, Cynthia. 1993. “Coping with Industrial Exploitation” In Confronting Environmental Racism. Voices from the Grassroots. Ed. R. D. Bullard. Boston: South End Press, pp. 63- 74. Pulido, Laura. 1998. “Ecological Legitimacy and Cultural Essentialism: Hispano Grazing in the Southwest.” Ch. 11 in The Struggle for Ecological Democracy: Environmental Justice Movements in the United States. Ed. D. Faber. New York: Guilford Press. pp. 293-311. Film: Witness to the Future: A Call for Environmental Action River of Broken Promises Due, Day 15: Brief covering readings for Days 15 and 16

Week 9 Day 17 & 18, April 1 & 3– Environmental Justice II: Environment and Class White, Richard. 1996. “‘Are You an or Do You Work for a Living?’: Work and Nature.” In Uncommon Ground: Rethinking the Human Place in Nature. Ed. W. Cronon. New York: WW Norton. Pp. 171-185. Faber, Daniel. 1998. “The Political Ecology of American Capitalism: New Challenges for the Environmental Justice Movement.” Ch. 1 in The Struggle for Ecological Democracy: Environmental Justice Movements in the United States. Ed. D. Faber. New York: Guilford Press. pp. 27-59. Levenstein, Charles and John Wooding. 1998. “Dying for a Living: Workers, Production, and the Environment.” Ch. 2 in The Struggle for Ecological Democracy: Environmental Justice Movements in the United States. Ed. D. Faber. New York: Guilford Press. pp. 60-80. Di Chiro, Giovanna. 1998. “Environmental Justice from the Grassroots: Reflections on History, Gender, and Expertise.” Ch. 4 in The Struggle for Ecological Democracy: Environmental Justice Movements in the United States. Ed. D. Faber. New York: Guilford Press. pp. 104-36. Foster, John Bellamy. 1998. “The Limits of without Class: Lessons from the Ancient Forest Struggle in the Pacific Northwest.” Ch. 7 in The Struggle for Ecological

8 Democracy: Environmental Justice Movements in the United States. Ed. D. Faber. New York: Guilford Press. pp. 188-217. Film: Times Beach, Missouri Deadly Deception Web Sites: US EPA Environmental Justice – es.epa.gov/oeca/oej/ EcoJustice Network – www.igc.apc.org/envjustice/ Environmental Justice Information Page – www- personal.umich.edu/~jrajzer/nre/index.html Toxics and Waste Discussion Group – www.igc.org/igc/issues/tw/igc.html Information Service – ehis.niehs.nih.gov/ Just Transition – www.justtransition.org Toxic Legacy: Hazardous Waste and the Lessons of Woburn, MA – www2.shore.net/~dkennedy/woburn.html Due, Day 17: Intro and Historical/Theoretical section of Final Report

Week 10 Day 19 & 20, April 8 & 10 – Sustainable Development and Its Critics Faber, Daniel. 1993. “A Legacy of Ecological Imperialism,” “, Injustice and the Ecological Crisis,” “Poisoning for Profit.” Chs. 1-3 in Environment Under Fire: Imperialism and the Ecological Crisis in Central America. New York: Monthly Review Press. pp. 9-116. Films: Race to Save the Planet, Vol. 9 Environment Under Fire Recommended Films: Hungry for Profit Pesticides and Pills: For Export Only Due, Day 19: Brief, covering readings for Days 19 and 20

Week 11 Day 21 & 22, April 15 and 17 – Alternative Development Faber, Daniel. 1993. “Revolution in the Rainforest,” “The Nicaraguan Revolution and the Liberation of Nature,” “War Against Nature: Militarization and the Impacts of U.S. Policy,” and “Conclusion: The Struggle for Social and Ecological Justice.” in Environment Under Fire: Imperialism and the Ecological Crisis in Central America. New York: Monthly Review Press. pp. 117-236 Rosset, Peter. 1996. “The Greening of Cuba.” In Green Guerrillas: Environmental Conflicts and Initiatives in Latin America and the Caribbean. Ed. H. Collinson. London: Latin American Bureau. Pp. 158-67. Film: The Greening of Cuba Recommended Films: The Kayapo: Out of the Forest Lacandona: The Zapatistas and the Rainforests of Chiapas, Mexico Due, Day 21: Brief, covering readings for Days 21 and 22

Week 12 Day 23 and 24, April 22 & 24 – Globalization, Corporate Power, and the Environment Karliner, Joshua. 1997. The Corporate Planet: Ecology and Politics in the Age of Globalization. San Francisco: Sierra Club Books. Chs. 1, 2, 5, 6. pp. 1-57, 133-96 Film: Greenbucks

9 Due, Day 23: Brief, covering readings for Days 23 and 24 Due, Day 24: Final Paper Outline Due

Week 13 Day 25 and 26, April 29 & May 1 – Environmental Movements and Global Change Wapner, Paul. 2000. “The transnational politics of environmental NGOs: Governmental, economic, and social activism.” Ch. 6 in The Global Environment in the Twenty-First Century: Prospects for International Cooperation. Ed. P. S. Chasek. New York: United Nations University Press. pp. 87-108. Breitmeier, Helmut and Volker Rittberger. 2000. “Environmental NGOs in an emerging global civil society.” Ch. 8 in The Global Environment in the Twenty-First Century: Prospects for International Cooperation. Ed. P. S. Chasek. New York: United Nations University Press. pp. 130-63 Rothman, Franklin Daniel and Pamela E. Oliver. 2001. “From Local to Global: The Anti-Dam Movement in Southern Brazil, 1979-92.” Ch. 7 in Globalization and Resistance: Transnational Dimensions of Social Movements. Eds. J. Smith and H. Johnston. Lanham: Rowman and Littlefield. Pp. 115-32. Reimann, Kim D. 2001. “Building Netwroks from the Outside In: Japanese NGOs and the Kyoto Conference.” Ch. 10 in Globalization and Resistance: Transnational Dimensions of Social Movements. Eds. J. Smith and H. Johnston. Lanham: Rowman and Littlefield. Pp. 173-90. Course Evaluation Due, Day 25: Brief, covering readings for Days 25 and 26

Week 14 Day 27, May 6 – Community Service Symposium Due, Day 27: PBSL Project, with display and oral presentation

10 ENVIRONMENTAL SOCIOLOGY Sociology 450

Mark E. Braun SUNY Cobleskill

Course Description:

The threat of planetary environmental collapse makes it imperative that students engage themselves in critical thinking and look at the relationship between humans and his or her environment in a new way. This course seeks to unravel the deeper roots of our environmental crisis as a necessary first step in the search for viable solutions. Students are encouraged to critically view and analyze many of the environmental problems associated with contemporary society. The instructor will present a broad spectrum of theoretical perspectives and research methods employed by sociologists to better understand the human perspective on environmental issues.

Course Objective:

A primary goal is for undergraduate students to develop a better understanding of the environment and society in the United States as well as around the globe. Hopefully, this class will assist students in shaping their personal responses to the environmental problems affecting their lives and their communities and encourage them to think critically about the relationship between the environment and society. Since our society not only influences us, but is also influenced by us, another objective will be to assist us to explain, predict, and to suggest solutions to environmental problems.

Requirements:

Course requirements include both oral participation and written work. Students will be required to write two, 1,500 word analytical essays, based on three or more authors from the reading list. This writing assignment should be clearly argued and additional information about this project will be discussed more fully during class. Students are encouraged to read ahead to those weeks in the syllabus that best fit the topic of their writing assignment. Submitted papers must be typed and are due by the start of class. Late papers will get a score of zero.

Exams:

Students will take a midterm exam based upon the readings during the first half of the semester and a final exam based upon the readings during the second half of the semester. Each exam has seven short answer questions and three essay questions. There are no make-up exams.

Attendance:

Each student brings unique experiences and perspectives to the class. Students will come to class having completed the homework. By participating in class discussions, each person will add to the intellectual richness of the course. The instructor will monitor attendance. Excessive absences may result in cancellation of the student’s course registration. An excessive absence is defined as being absent for two or more consecutive weeks, or for a total of three weeks or more in a semester without a excuse. Of course, absences for happenings such as illness, family and personal problems, or other circumstances that are documented in writing will excuse the student. Students disrupting the educational process will be

11 warned, asked to leave the room, and/or marked absent for that day. Students must avoid using racist, sexist, or offensive language.

Plagiarism:

Plagiarism, or any type of cheating, will not be condoned. Presenting others’ work as your own, whether it be through copying a test, bringing in notes for an exam, or handing in papers either written by others or copied from sources, written or from the Internet, which are not acknowledged in the text is not permitted. Using another student’s paper or allowing another student to hand in a paper you wrote is plagiarism. Anyone getting caught of plagiarism or cheating will be reported to the Dean.

Special Needs:

If you are a student with a special need or a disability, please contact the instructor early in the semester for any special accommodations that you may need.

Grading:

Grade break down will follow the policy outlined in the SUNY Cobleskill Handbook. Midterm and final grades will be posted using the last four digits of each student’s generated identification number. Grading in the course will be determined as follows:

25% for the final exam 25% for the mid-term exam 20% for the first writing assignment 20% for the second writing assignment 10% for class participation and attendance

WEEK TOPICS READINGS

1 Introduction Harper Sociological Theories Catton & Dunlap

2 Sociological Theories Freudenberg & Gramling Historical Views Leopold; Carson; Naess; Schumacher

3 Historical Views Owen; Gardner; Hardin; Burger; Worster Population Debate Singer; Quammen

4 Population Debate Commoner; Ehrlich

5 Political Implications French

6 Moral Considerations Gardner & Stern Human Impacts World Commission

7 Human Impacts Knize; Bright Paper # 1 due Review Mid Exam

8 Human Health Gardner & Halweil

12 Mid Exam Gender Plant; Jacobson

9 Energy Sources World Commission

10 Water Glantz; Postel Atmosphere Gleick

11 Risk Management Hill Inequality Athanasiou

12 Inequality Athanasiou; Abbey

13 Global Markets French

14 Role of Technology Mayur & Daviss Future Solutions Hill

15 Future Solutions Gardner & Sampat; Bourne Paper #2 due Review Final Exam

16 Final Exam

Required Textbook

Harper, Charles. Environment and Society: Human Perspectives on Environmental Issues. Upper Saddle, NJ: Prentice Hall. 2001.

Required Reader

Abbey, Edward. The Monkey Wrench Gang. Utah: Dream Garden Press. 1990.

Athanasiou, Tom. Divided Planet: The Ecology of Rich and Poor. Athens: University of Georgia Press. 1998.

Bourne, Joel. “The Organic Revolution.” Audubon. March 1999.

Bright, Chris. “Crawling out of the Pipe.” World Watch. January 1999.

Burger, Joanna and Micahel Gochfeld. “The Tragedy of the .” Environment. December 1998.

Campbell, Colin and Jean Laherrere. “The End of Cheap Oil.” Scientific American. March 1998.

Catton, William and Riley Dunlap. “Environmental Sociology: A New Paradigm.” American Sociologist. 13 (1978),41-49.

Carson, Rachel. . Hardmonsworth: Penguin. 1965.

Commoner, Barry. Making Peace with the Planet. New York: Pantheon Books. 1990.

13 Durning, Alan Thein. How Much Is Enough? The Consumer Society and the Future of the Earth. New York: Norton, 1992. Ehrlich, Paul R. . San Francisco, Calif.: Sierra Club, 1969.

French, Hillary. Vanishing Borders: Protecting the Planet in the Age of Globalization. New York: W.W. Norton and Company. 2000.

Freudenberg, William and Robert Gramling. “The Emergence of Environmental Sociology.” Sociological Inquiry. 59 (1989), 439-452.

Gardner, Gary, and Brian Halweil, “Nourishing the Fed and Underfed.” In State of the World 2000. New York: W. W. Norton and Company. 2000, 59-78.

Gardner, Gary, and Payal Sampat. “Making Things Last.” The Futurist. May 1999.

Gardner, Gary, and Paul Stern. Environmental Problems and Human Behavior. Needham Heights, Mass.: Simon & Schuster. 1996.

Glantz, Michael. “The Global Challenge.” The World and I. April 1997.

Gleick, Peter. The World’s Water: The Biennial Report on Freshwater Resources. Washington, D.C.: Island Press. 1998.

Hardin, Garrett. “The .” Science. 162 (1968), 1243-1248.

Hill, Marquita. Understanding Environmental Pollution. Cambridge: University of Cambridge Press. 1997.

Jacobson, Jodi. “Closing the Gender Gap in Development.” In State of the World 2000. New York: W. W. Norton and Company. 2000, 61-79.

Knize, Perri. “Winning the War.” Atlantic Monthly. July 1999.

Leopold, Aldo. A Sand County Almanac. Oxford: Oxford University Press. 1968.

Mayur, Rashmi and Bennett Daviss. “The Technology of Hope.” The Futurist. (October 1998), 46-51

Naess, Arne. “The Shallow and the Deep Long-Range Ecology Movement: A Summary.” Inquiry. 16 (1973), 95-99.

Owen, Denis. What is Ecology? Oxford; Oxford University Press, 1980.

Plant, Judith. “Women and Nature,” Green Line. (Oxford offprint, n.d.), 1-8.

Postel, Sandra. “When the World’s Wells Run Dry.” World Watch. September 1999.

Quammen, David. “Planet of Weeds.” Harper’s Weekly. October 1998.

Schumacher, E. F., Small is Beautiful. London: Abacus. 1974.

14 Singer, Max. “The Population Surprise.” Atlantic Monthly, August 1999.

World Commission on Environment and Development. Our Common Future. Oxford: Oxford University Press. 1989.

Worster, Donald, Nature’s Economy: A History of Ecological Ideas. New York: Cambridge University Press. 1994.

15 SOCIETY AND THE ENVIRONMENT: A GROWING DILEMMA Sociology 4305

Jeffrey Broadbent University of Minnesota

In this course, we will study the interaction between human society and the natural environment. The course will focus on the general factors in human society that lead to serious degradation of the environment and ecological systems, and those that help prevent or repair that degradation. We will first review the types of environmental degradation occurring on the planet. Then we will examine how society has been both producing and responding to – sometimes attempting to solve - those problems. We can think of a wide variety of causal factors, from short-range thinking in the pursuit of profits, wages and production, through , bureaucratic ritualism, power competition, unresponsive , patriarchal domination, and cultural ideologies of nature-conquest. Against these, the curative factors include democratic systems which give voice to victims; well-designed governmental policies and industrial programs which solve problems; changes in public opinion toward more concern for the environment, the quality of life, and other species; environmental protest movements; and prosperity which causes families to have less children. The course will define and study these factors, examining their complex interaction in national and global . This course is an introduction to the field, suitable for both majors and non-majors in sociology with interest, study and/or experience in environmental issues.

Tests, Exercises, Papers Reaction Papers: Five short (two to three page) papers in which you summarize and comment on the main points of the materials in the preceding section of the class. Your grade in this paper will depend upon you citing and summarizing ALL the readings, videos and main lecture points, discussing how they support or criticize each other, and making your own assessment of them. 8 points each. Exercises: Two short essays requiring some examination of your own “real-life” situation. 5 points each. Midterm exam: Essay exam testing your understanding of terms, concepts and theories presented in the first half of the course. 10 points. Final exam: Essay exam testing your understanding of terms, concepts and theories presented in the entire course. 10 points. Term paper: 30 points. ♦ Editorial rules: Twelve to fifteen pages of your written text, typed (12 point Courier font with one–inch margins on all four sides), double-spaced (not triple). Do not copy long quotations from other works. For a direct quote, use only a few sentences at most, with proper citation of source. You can explain someone else’s idea in your own words, but still include the source of the idea as a citation. Figures, tables, illustrative materials and bibliography do NOT count for page length. Write your paper based on your CSL experience plus additional reading and research. Use proper citation and bibliography (cite reference briefly [only author’s last name, publication date and page number within parentheses] at the end of the sentence where you refer to it. Then list the full citation of the work in the bibliography at the end of the paper (does not count for page length). ♦ Topic: Here is the ideal scenario. Choose a topic in which you have at least some (preferably a lot) of personal interest. For reference, you can see the list of some possible topics. Then choose to do your CSL work for an organization that is in some way working on that topic also. As you do your CSL work, take notes and if its permitted, ask questions and after you get to know them, interview members of the organization. Write you paper about some environmental issue that your organization is grappling with. Explain the larger dimensions of the issue, on a local, regional and global scale. Using your organization and your CSL experience with it as an

16 example, tell how the organization goes about addressing the issue, its difficulties and successes. In your explanation, connect the global and the local. ♦ Schedule for Term Paper: Four stages, see below.

CSL: Community Service Learning Your term paper will be based on your CSL for 30 hours during the semester at an environmentally- related organization in the Twin Cities area. We will you help you make contacts. Use this experience as some of the evidence in your paper. In the paper combine a descriptive report on your topic with an explanation of it. Use the theories presented in the course to help you explain your case, and use the case evidence to say which theory seems more accurate for your case.

WebCT: internet-based communication and instruction We have a website for the course where students can get the course materials, conduct threaded discussions, participate in a chat room with other students and the instructor, send and receive email, check for messages from the instructor, and access links to environmental websites around the world. The initial page with instructions is: http://webct3.umn.edu. Once you enter, pick the “world” you want to enter. Use the many links for your research and for general exploration.

Grading weights: ♦ Reaction Papers (5 @ 8%). . .40% ♦ Exercises (2 @ 5%)...... 10% ♦ Midterm Exam ...... 10% ♦ Final Exam ...... 10% ♦ Term paper (finished) ...... 30% ♦ Total...... 100%

Term paper 30% consists of: • CSL Contract ...... 1% • CSL Log ...... 1% • Final copy ...... 28%

Readings available for purchase Bell, Michael M. 1998. An Invitation to Environmental Sociology. Thousand Oaks: Pine Forge Press. Frey, R. Scott (editor). 2001. The Environment and Society Reader. Boston: Allyn and Bacon. Gedicks, Al. 1994. The New Resource Wars. Black Rose Books. (We will read most of these books) Readings and materials on reserve or on WebCT Reserve desk is in the basement of Wilson Library. Look for reserve readings in reserve catalogue under Soc. 4305. All textbooks will be on reserve. *An asterisk on readings listed below indicates the readings are on regular reserve at the reserve desk Tables and figures used in class will be available on your Soc 4305 WebCT site, using the following path: home/tables and figures and then either “overhead images” or “figures and charts.” They will be in either .jpg or .gif format, and many are available in big or small size formats. Choose what you can view best.

17

Schedule Week 1: Introduction, Jan 20-24. Tuesday: Course overview.

Thursday: Environment and Society Read for this class: ƒ Bell, Chapter 1. ƒ On WebCT: (Under “Overhead Images/Overheads”), “Atmocomp” and others on carbon and other cycles, on bioaccumulation.

Week 2: Environment Issues, Jan. 27-31 Tuesday: Panel-Representatives from environmental organizations (CSL opportunities). Read for this class: ƒ The CSL materials on class WebCT site and familiarize yourself with the program and requirements

Thursday: Environmental problems and a vision of sustainability Read for this class: ƒ Selection 1 by Frey, in Chapter 1 of Frey; ƒ Selection 21 by Hawken, in Chapter 11 of Frey. ƒ On WebCT: (Under “Overhead Images/Overheads”), Figures “Limits 1a, 1b” and “Limits 12a, 12b.”

Week 3: Environment and Society, Feb. 3-7 Tuesday: Critique of sociology from environmental view. Read Selection 2 by Murphy, in Chp. 2 of Frey.

Thursday: The evolution of environmental sociology Read Selection 3 by Dunlap, in Chapter 2 of Frey.

Week 4: Production and , Feb. 10-14 Tuesday: Consumption and Materialism Read Bell, Chapter 2. ƒ Due: CSL Contract (handed out to you) signed by your organization’s representative and yourself ƒ Due: Reaction Paper # 1 – Theme: “What is the distinct viewpoint of environmental sociology?” ƒ On WebCT: (under “Figures and Charts”) “Stages” of Society; “Treadmill” of Production;

Thursday: Money and Machines Read Bell, Chapter 3. ƒ Suggested reading: Selection 4, Foster, in Chp. 2 of Frey.

Week 5: Population and Development, Feb 17-21 Tuesday: Population and Development Read Bell Chp. 4 (pp. 103-141). ƒ Due: Term paper topic statement (1 page). ƒ Multimedia: on population problems

Thursday: Combined effects--population, consumption and technology, national and global scales. North-South. Read:

18 ƒ Selection 8, by Dietz and Rosa ƒ Selection 9 by O’Connor, both in Chp. 4 of Frey. ƒ Videos: Watch and compare two videos about environmental and globalization: ƒ “The Monk, the trees and the concrete jungle” made by grassroots global environmental organizations, and ƒ “Global Links Television: It Takes Knowledge . . . Preserving Our Environment,” by the World Bank. ƒ Discuss, How do their perspectives differ? ƒ Use the contrast between these two videos (take notes) as one part of your Reaction Paper # 2.

Week 6: Ideology and Belief, Feb. 24-28 Tuesday: Ideology of Domination Read: ƒ Bell, Chapter 5; ƒ Selection 19 by Catton and Dunlap in Chapter 9 of Frey. ƒ Due: Reaction Paper #2--Theme: “How does the North-South relationship affect the global environmental situation and its different average effect in the “North” and the “South?” Contrast and discuss the positions in the two videos while referring to (and explicitly citing) the viewpoints and theories about this problem in the readings. Refer to all the relevant readings, especially since the last reaction paper.” ƒ To do: Take “Belief-O-Matic” survey on the web. (http://www.beliefnet.com/story/76/story_7665_1.html). Print out two copies: keep one for yourself and hand in one copy (without your name on it) on Feb. 27th.

Thursday: Ideology of Environmental Concern Read: ƒ Bell, Chp. 6. ƒ Video: “The God Squad” ƒ On WebCT: (Under “Overhead Images/Overheads”), “Nash Fig1” and Nash Fig2.”

Week 7: Public Attitudes, March 3-7 Tuesday: Public Attitudes toward the Environment Read: ƒ Selection 10 by Dunlap, Chp. 5 of Frey.

Thursday: Culture and the Environment Read: ƒ Selection 11 by Ellis and Thompson ƒ Selection 12 by Dunlap and Mertig, Chp 5 of Frey. ƒ *Selection on our diet and the environment, TBA.

Week 8: “Social Construction,” March 10-15. Tuesday: The Social Construction of “Nature.” Read for this class: ƒ Bell, Chapter 7 ƒ Due: Reaction Paper #3—Theme: “How much do you think religion and ideology influence people’s beliefs, attitudes and behavior concerning the environment? Why? Reflect on and explain the

19 environmental implications of your own beliefs as well, as evidenced in the Belief-O-Matic survey. Refer to all the relevant readings, especially since the last reaction paper.”

Thursday: Exam and assignment. ƒ In-class essay exam. ƒ Assignment: Exercise 1. See instructions for Exercise 1 on the class WebCT site. Find toxic pollution in your neighborhood or area (closest ones) and write essay. Interview the polluters and see the sources of pollution (or try to). Write up a two to three page reaction paper explaining your findings.

Spring Break: March 18-22 Suggested: Work on Exercise 1, your CSL hours, and your term paper.

Week 9: Science and Risk, March 25-29 Tuesday: Science and the Environment Read: ƒ Selection 17 by Brown ƒ Selection 18 by Funtowicz and Ravetz both in Chp. 8 of Frey.

Thursday: Risk Assessment Read: ƒ Selection 16 by Rosa in Chapter 7 of Frey. ƒ View “Rachel Carson” video ƒ Discuss Rachel Carson case concerning science, risk, and politics. ƒ Due: Exercise 1.

Week 10: Environmental Justice, March 31-April 4. Tuesday: Environmental racism Read: ƒ Selection 5 by Bullard ƒ And Selection 7 by First National People of Color, both in Chp. 3 of Frey. ƒ Video: “Laid to Waste” on a minority community near a huge incinerator

Thursday: Native Americans resist environmental degradation Read for this class Gedicks, Chps. 3 and 4 (pp. 57-106)

Week 11: Case Study: Wisconsin, April 7-11. Tuesday: Native American resistance to mining in Wisconsin Read for this class: ƒ Gedicks, Chps. 5 and 6 (pp. 107-162). ƒ Video: “Keepers of the Water” by Al Gedicks

Thursday Read for this class Gedicks, Chps. 7 and 8 (pp. 163–205).

Week 12: The Environmental Movement, April 14-18. Tuesday: US Environmental Movement Read for this class: ƒ Selection 13 by Brulle, Chapter 6 of Frey

Thursday: Globalization of the Movement.

20 Read for this class: ƒ Selection 14 by Bandyopadhyay and Shiva, ƒ and selection 15 by Frank, Chapter 6 of Frey ƒ Due: Reaction Paper #4--Theme: “What are the roles of scientists, and of movements by ordinary citizens, in protecting the environment? Refer to all the relevant readings, especially since the last reaction paper.”

Week 13: Citizens and Businesses, April 21-25. Tuesday: Non-governmental Organizations and Public Interest Groups Readings: TBA ƒ Discuss: Your CSL experience as a form of NGO and activity.

Thursday: Can businesses become “green?” ƒ Main points: Can businesses voluntarily become less damaging to the environment? How can it be in business self-interest to become more green? What barriers exist to this? ISO 14,001; End of Pipe versus Integrated Production or upstream change. Read: ƒ *World Bank, Chps. 3 and 4, pp. 57-103

Week 14: Making Society Sustainable, April 28-May 2 Tuesday: Dilemmas of ; Market versus ; organizing communities for ecological sustainability. ƒ Main points: If everyone follows only individual self-interest, as advocated by market economics, the collective result for society can be ecological disaster. But how can we adopt and follow collective rules to prevent ecological disaster? Read: ƒ Bell, Chp. 8 (pp. 245-280) ƒ Slides: Prisoner’s Dilemma; Tragedy of the Commons. ƒ Play: Prisoner’s Dilemma.

Thursday: What is sustainability? Read: ƒ Selection 20 by Farrell and Hart, in Chp 10 of Frey. ƒ and Selection 21 by Hawken (again), in Chapter 11 of Frey. ƒ Due: Reaction Paper #5—Theme: “In what ways can citizens, businesses and government interact, so they can all contribute to protecting the environment? Refer to all the relevant readings, especially since the last reaction paper.” ƒ Assignment: Exercise 2- Select a one-yard square (3 feet by 3 feet) patch of lawn. Observe it and explore it (you can poke your fingers into it) for one hour. Write a paper on the reasons for and environmental effects of that patch of lawn.

Week 15: The Role of Government, May 5-9 Tuesday: Political Parties and Government ƒ Main points: In a democracy, different political parties contest for control of the executive (White House) and legislative (Congress) branches. What are the different approaches of the Democratic and Republican parties toward the role of government in protecting the environment? Read: ƒ TBA; ƒ Clean Water Action Legislative Scorecard

21 Thursday: Front line stuff. ƒ Debate on “the roles of government and the market in protecting the environment” between a Democratic State Senator, a Republican State Senator and a Green Party candidate (pending confirmation). Read: ƒ TBA. ƒ Due: Exercise 2.

Finals week: Monday, May 12-17. ƒ Final Exam: Friday, May 17th, 4 to 6 PM. ƒ Review all readings for test. ƒ Term Paper Due: Monday, May 12th, by 4 PM (909 Building).

22 EXERCISE #1: Finding Your Local Toxic Polluters Investigate the sources of pollution in your neighborhood or area. Find the EPA regulated pollution sites in your area. Get to know them through visits and interviews. Think about their impacts on community health and quality of life. Write a two to three page reaction paper (typed, double-spaced) plus an extra page for your map. Two website “pollution locators” will let you find these pollution sites. Use both to find out the pollution sites nearest your home. A. Envirofacts and EnviroMapper (http://www.epa.gov/epahome/commsearch.htm) from the EPA. Input your zipcode and try each of the four choices (radio buttons). Use Envirofacts to identify sites with dicharges to air and water and toxic releases. Enviromapper will show you all the Superfund toxic sites and other types of polluting sites on a local map (you can zoom in and out) (http://www.epa.gov/enviro/html/mod/ also gets you to the mapping sites). With Surf Your Watershed you can identify sources of water pollution (toxic release inventory) in your watershed area. The UV index allows you to identify areas with harmful levels of ultra- violet rays from the sun (not a problem in the Minnesota winter). Look for polluting discharges to water, superfund sites, hazardous waste, toxic releases, air releases, and others in your area. B. Scorecard (www.scorecard.org) from Environmental Defense. Investigate the 8 types of pollution for your zipcode, and the priority setting for your state or area. Focus on “Toxic Industrial Release” and look for your state and your area. Look for the worst polluters of toxics that threaten human health in the state of Minnesota. Are any in your area? Find out which types of pollution in any are bad in your area. Choose the sites that you think might be hazardous to human or ecosystem health. What did you expect to find? What did you find? What surprised you? II. Choose two or three locations, contact them (visit or call), speak to people there. Ask if they are aware of their designation as a pollutor. Ask what steps they have taken to control that pollution. Take notes. III. Print out a map of your area from the EPA Enviromapper (or else from MapQuest) identifying the locations of your home and of the toxic polluters. How do your local pollution problems compare to Minnesota’s in general, according to the three panels rankings in the preceding website? Turn in on Monday, 2/11. IV. Compare your area with Minnesota’s environmental problems as a whole. See website for rankings of Minnesota’s worst pollution problems: http://www.scorecard.org/comprisk/report.tcl?fips_state_code=27 V. Write your paper. Explain your findings in detail. What types of polluting organizations did you find? What kind of pollution is it discharging? Is it being regulated for that by the EPA? How is its waste being discharged? What, if anything, is being done there to prevent pollution? What else did you learn? What else do you think the organization needs to do to control its pollution? VI. Document your contacts with the polluting sites. Give the businesses names, titles or jobs of individuals you spoke with, addresses, and telephone numbers (on a separate page). VI. Your written paper should be approximately three pages (give or take 1/3 page) with the standards listed in your syllabus regarding font and margins. Also attach your map (one page) and your list of ontacts (one page).

23 ENVIRONMENT AND SOCIETY Sociology 30-2

Phil Brown Brown University

This course examines the intersection between the environment and the social structures and institutions of our society. It is centered around environmental sociology, a subfield that examines how environmental issues are defined and constructed in various arenas: personal ideology, group beliefs, social and political institutions, and scientific knowledge and practice. We are concerned with social problems definitions of issues such as the greenhouse effect and the global environmental crisis; risk perception and risk communication; the determination of what environmental elements are valuable; origins and effects of government regulation; lay-professional differences in the nature and role of scientific knowledge; the rise of environmental consciousness and environmental movements; physical and mental health effects of environmental contamination. Our readings are very broad – we will be studying the work of sociologists, physicians, biologists, journalists, epidemiologists, lawyers, playwrites, and novelists.

Course goals and content We will begin with fundamental questions, such as:

· How do we define the environment? Is it a personal experience of one’s surroundings, a collective context, a changeable set of relationships? · What social and ethical values are involved in our conceptions of the environment? · Are there basic rights to a healthy environment? How do such rights vary across populations within a country and between countries? · Who is responsible for maintaining, improving, remediating, and protecting the environment?

We will then progress to matters of sociology, history, and policy, asking such questions as:

· How has the environment been treated as an issue in American history? · How committed is our society to solving environmental problems? · How has government policy on the environment developed? · What role has environmental activism played in our society? · How do class, race, and gender affect attitudes and actions concerning the environment? · How do environmental problems get defined as social problems (e.g., the greenhouse effect and the global environmental crisis)? · How do lay, professional, and governmental perception of hazards differ, and how are these differences mediated? · What is the relationship of the environment to demographic phenomena, scientific/technological development, and ? · How do we choose which environmental issues to focus on?

Course readings

Books available at the bookstore: Jean Giono, The Man Who Planted Trees Rachel Carson, Silent Spring Ross Gelbspan, The Heat Is On: The Climate Crisis, the Cover-Up, the Prescription Henrik Ibsen, An Enemy of the People (in 4 Major Plays)

24 William Freudenburg and Robert Gramling Oil in Troubled Waters: Perception, Politics, and the Battle over Offshore Drilling Phil Brown and Edwin Mikkelsen, No Safe Place: Toxic Waste, Leukemia, and Community Action J. Timmons Roberts and Melissa Toffolon-Weiss, Chronicles from the Environmental Justice Frontline William Shutkin, The Land That Could Be: Environmentalism and Democracy in the Twenty-First Century Sandra Steingraber, Living Downstream: A Scientist’s Personal Investigation of Cancer and the Environment Devra Davis, When Smoke Ran Like Water: Unnecessary Death and Environmental Deception (this is still in press and will be available later in the semester)

Reading packet materials are noted by (R), and are available as a reading packet from Allegra Printing.

Course structure Students will generally read one book each week. I will not use articles for the most part, since I want students to grapple with a single author’s work each week. On some occasions there will be groups of articles, especially for two of the guest lecturers. I will not lecture, but merely provide short opening statements. Students will hand in 1-2 page commentaries each week, focusing on the reading, while also linking it to other areas of their concern. I will provide specific guidelines for these. Each week, two students will provide a brief oral presentation that expands on their commentaries, and that raises some of the core issues mentioned under “Course goals and content.” Here, too, I will provide specific written guidelines. Following the oral presentation, there will be a general discussion of the book that will include evaluation of its aims, methods, and effectiveness, and what further directions it lead to.

The final paper for this seminar will not be a research paper, but rather an essay in which the student takes what is most significant for them from the seminar, and writes a creative 10-15 pp. paper. The last one or two meetings of the seminar will be devoted to summarizing the readings and discussions of the whole semester, and identifying key issues. This will help students as they prepare their paper, which will not be due until finals period, thus allowing them time to take in the summary discussions that will occur at the end of the term.

Grades Grades will be computed on the following basis: General participation in discussion 20% Oral presentation of readings 20% Quality of weekly commentaries 20% Final essay 40%

Sept. 4 1) Introduction: How Do We Define the Environment and Our Responsibility to It?

Jean Giono, The Man Who Planted Trees (to be read prior to class)

Sept. 11 2) The Environment Becomes a Social Problem

Rachel Carson, Silent Spring

Sept. 18 3) Disputes Over How Environmental Issues Are Transformed into Social Problems

25 Ross Gelbspan, The Heat Is On: The Climate Crisis, the Cover-Up, the Prescription

Sept. 25 4) Ethical Issues Surrounding Environmental Problems

Henrik Ibsen, An Enemy of the People (in 4 Major Plays) Case studies from the Collaborative Initiative for Research in Environmental Health: -Steve Wing, “Social Responsibility and Research Ethics in Community Driven Studies of Industrialized Hog Production in North Carolina” (R) -Linda Silka, “Rituals and Research Ethics: Using One Community’s Experience to Reconsider the Ways that Communities and Researchers Build Sustainable Partnerships” (R) -Alison Kole and Doug Brugge, “Exploring Community-Based Research Ethics Case Study: Healthy Public Housing Initiative” (R)

Oct. 2 5) Natural Resources, Energy, and Politics

William Freudenburg and Robert Gramling, Oil in Troubled Waters: Perception, Politics, and the Battle over Offshore Drilling

Oct. 9 6) Toxic Waste, Pollution, and Community Organizing

Phil Brown and Edwin Mikkelsen, No Safe Place: Toxic Waste, Leukemia, and Community Action

Oct. 16 7) Environmental Justice – A Burgeoning Social Movement

J. Timmons Roberts and Melissa Toffolon-Weiss, Chronicles from the Environmental Justice Frontline

Oct. 23 8) Environmental Issues and General Political Democracy

William Shutkin, The Land That Could Be: Environmentalism and Democracy in the Twenty-First Century

Oct. 30 9) Multidisciplinary Approaches to Chemicals and Disease

Sandra Steingraber, Living Downstream : A Scientist’s Personal Investigation of Cancer and the Environment

Nov. 6 10) Pollution, Disease, and Corporate Power

Devra Davis, When Smoke Ran Like Water: Unnecessary Death and Environmental Deception

Devra Davis, guest lecturer

Nov. 13 11) Ongoing Research in Health and the Environment – Breast Cancer and Health Social Movements

Sabrina McCormick, Julia Brody, and Phil Brown, “Lay Involvement in Breast Cancer Research” (R) Sabrina McCormick and Phil Brown, “The Personal Is Scientific, The Scientific Is Political: The Environmental Breast Cancer Movement” (R)

26 Phil Brown, Stephen Zavestoski, Sabrina McCormick, and Brian Mayer, “Health Social Movements: Uncharted Territory in Social Movement Research” (R)

Sabrina McCormick, guest lecturer

Nov. 20 12) Ongoing Research in Health and the Environment – Asthma, Toxics Reduction, and the Precautionary Principle

Phil Brown, Brian Mayer, and Meadow Linder, “Moving Further Upstream: From Toxics Reduction to the Precautionary Principle” in press Reports. (R) Phil Brown, Stephen Zavestoski , Theo Luebke, Joshua Mandelbaum, Sabrina McCormick, and Brian Mayer, “The of Asthma: Environmental Justice and Collective Illness Experience in the United States” in press Social Science and Medicine(R) Phil Brown, Stephen Zavestoski , Theo Luebke, Joshua Mandelbaum, Sabrina McCormick, and Brian Mayer, “Clearing the Air and Breathing Freely: Disputes Over Air Pollution and Asthma” in press, Melanie Dupuis, ed., Smoke and Mirrors: Air Pollution as a Social and Political Artifact (R)

Brian Mayer, guest lecturer

Dec. 4 13) Student Presentations of Course Summaries and Papers

Dec. 11 14) Student Presentations of Course Summaries and Papers(continued) and Wrap-Up

27 CONTESTED ENVIRONMENTAL ILLNESSES Sociology 187-25/Environmental Studies 188 (Research Seminar)

Phil Brown Brown University

Seminar Description

This research seminar derives from an ongoing four-year project, funded by the Robert Wood Johnson Foundation and the National Science Foundation, that examines “contested illnesses,” which involve major scientific disputes and extensive public debates over environmental causes. That project was carried out by a research group of myself, a faculty member from Providence College, two graduate students, and there undergraduates; that group continues to work together, though two undergraduates have now graduated. Much of what you will read in this seminar derives from the work of that research group. The seminar provides students with an opportunity to be part of this larger project through learning about work completed so far and by engaging in research in the four areas of concern: Gulf War illnesses, small air particles and asthma, environmental factors in breast cancer, and toxics reduction. By examining the social problems formulation of these diseases, students will learn the importance of lay disease discovery, and show how diverse interests shape environmental and medical knowledge and social policy. For each disease/condition (Gulf War illness, asthma, and breast cancer) we will examine how the disease/condition came to be a social problem, by asking: 1) How have victims and their lay allies identified diseases and organized to seek redress?; 2) How does the illness become contested? In particular, what are the different perspectives of major players (government agencies, professional organizations, scientific research groups, corporations, industry organizations, and public advocacy/activist groups)? What is the role of mass media in these processes? 3) How have disputes over environmentally induced diseases led to scientific and technological progress in disease detection and etiology, and the development of less toxic products and processes? How do scientists and government agencies deal with issues such as lay research participation, standards of proof, the quality of official studies, disputes over the cost-benefit analysis of and hazards, the official acceptance of the disease/condition and its etiology, and remediation and prevention approaches?; and 4) What has been the effect of illness contestations on victims’ health and on public health policy? For the fourth component – toxics reduction – we will examine alternative upstream approaches that seek to reduce the substances that are implicated in environmentally induced diseases.

The core of the project was initially centered on: 1) ethnographic observation of Silent Spring Institute (Newton, MA - research on environmental causes of breast cancer); Boston Environmental Hazard Center (Boston, MA – research on Gulf War illnesses), Action for Community and Environment (Boston, MA – research and advocacy on environmental causes of asthma), and Toxic Use Reduction Institute (Lowell, MA – lay-initiated state engaged in toxics reduction). 2) interviews with researchers in those institutions, as well as with researchers, government officials, and activists involved in those areas of concern. The project expanded to include environmental breast cancer movement groups in two other locales, an environmental justice/asthma in another locale, and the scientists and activists working on the precautionary principle (a preventive approach to potentially dangerous substances). Students in this seminar will also study examples of other contested illnesses. We will also study writings on “critical epidemiology” that provide critiques of mainstream epidemiology and offer

28 innovative, more holistic approaches. We will put together such professional perspectives with lay perspectives, to examine citizen-science alliances. We will examine the various contested illnesses through a variety of lenses: class, gender, race/environmental justice, social movements, lay-professional differences, , and political economy.

Course Structure This seminar assumes a willingness to engage in critical reading and active discussion. It also requires small weekly writing assignments and an individual research project, including ongoing reports about the research. Course readings will begin with papers written by the research group, some of which are in press in journals and book collections. Subsequent readings will include material on the 4 core areas, as well as other related areas of contested illnesses. Students will write weekly digests/commentaries on articles, and make weekly entries into a seminar journal that will chart the development of their thinking over the duration of the seminar. Each weekly seminar session will include an introductory presentation by me, and a brief commentary on the readings from a student. This will be followed by group discussion of the readings, including material noted in the weekly writing assignments. After the first few weeks, we will also have presentations of research projects from startup through ongoing research, and then including final reports at the end of the semester. There may be some group listening to interview tapes, to show diverse coding schema and approaches to data analysis. A paper will be due on the last day of the seminar (December 12), on a topic of the student’s choice, selected in consultation with me. I will provide a list of possible topics, although you are not bound to choose one of them. On September 26 students will present a brief written outline of the paper and make a brief presentation to the seminar. We will be discussing the research in progress throughout the semester. Papers will generally range from 12-25 pp., but can be longer if necessary. Depending on choice of topics and quality of the research and writing, papers may be submitted for publication (typically with co-authorship). Undergraduate and graduate students have been involved in joint conference presentations and publications through the ongoing project.

Readings Readings include books to be purchased, articles in a reading packet from Allegra Printing (noted by RP), and articles available through email (noted by E)

Books available at Brown Bookstore:

Steve Kroll-Smith, Phil Brown, and Valerie Gunter, Illness and the Environment: A Reader in Contested Medicine (New York University Press) Daniel Kleinman, Science, Technology and Democracy (State University of New York Press) Anne Kasper and Susan Ferguson, Breast Cancer: Society Shapes an Epidemic (St. Martin’s Press) Sheldon Krimsky, Hormonal Chaos: The Scientific and Social Origins of the Environmental Endocrine Hypothesis (Johns Hopkins University Press)

1) September 5 Introduction

2) September 12 Overview of Contested Illnesses: Asthma, Breast Cancer, Gulf War Illnesses, and Toxics Reduction

29 Phil Brown, Stephen Zavestoski, Sabrina McCormick, Joshua Mandelbaum, Theo Luebke, and Meadow Linder. “A Gulf Of Difference: Disputes Over Gulf War-Related Illnesses.” Journal of Health and Social Behavior. Forthcoming. (E) Phil Brown, Stephen Zavestoski, Sabrina McCormick, Joshua Mandelbaum, and Theo Luebke, “Print Media Coverage Of Environmental Causation of Breast Cancer.” Sociology of Health and Illness. Forthcoming. (E) Sabrina McCormick and Phil Brown, “The Personal Is Scientific, The Scientific Is Political: The Environmental Breast Cancer Movement.” Unpublished (E) Phil Brown, Brian Mayer, and Meadow Linder, “Moving Further Upstream: From Toxics Reduction to the Precautionary Principle” Unpublished (E) Phil Brown, Stephen Zavestoski, Theo Luebke, Joshua Mandelbaum, Sabrina McCormick, and Brian Mayer, “Clearing the Air and Breathing Freely: Disputes Over Air Pollution and Asthma.” Unpublished. (E)

3) September 19 Theory and Measurement Issues the following articles in Kroll-Smith, Brown, and Gunter, Illness and the Environment: Steve Kroll-Smith, Phil Brown, and Valerie J. Gunter “Introduction: Environments and Diseases in a Postnatural World” Phil Brown, Steve Kroll-Smith, and Valerie J. Gunter, “Knowledge, Citizens, and Organizations: An overview of Environments, Diseases, and Social Conflicts” Lawrence Busch, Keiko Tanaka, and Valerie J. Gunter, “Who Cares If the Rat Dies? Rodents, Risks, and Humans in the Science of Food Safety” Grace Ziem and Barry Castleman, “Threshold Limit Values: Historical Perspectives, and Current Practice” David Allen, “Threshold Limit Values in the 1990’s and Beyond: A Follow-Up” Barbara Berney, “Round and Round It Goes: The Epidemiology of Childhood Lead Poisoning, 1950- 1990” Patricia Widener, “Lead Contamination in the 1990’s and Beyond: A Follow-Up”

4) September 26 Personal Experience, Lay Discovery and Lay Knowledge the following articles in Illness and the Environment: Sandra Steingraber, “Time” Martha Balshem, “A Cancer Death” Lynn Lawson, “Notes from a Human Canary” Peter Phillimore, Suzanne Moffatt, Eve Hudson, and Dawn Downey, “Pollution, Politics, and Uncertainty: Environmental Epidemiology in North-East England” Stella M. Capek, “Reforming Endometriosis: From “Career Woman’s Disease” to Environment/Body Connections” Phil Brown, “Popular Epidemiology and Toxic Waste Contamination: Lay and Professional Ways of Knowing” Stephen R. Couch and Steve Kroll-Smith, “Environmental Movements and Expert Knowledge: Evidence For a New Populism”

5) October 3 – no class – away giving lecture (reschedule if possible)

6) October 10

30 The Endocrine Disrupter Hypotheses and Paradigm Transformation

Sheldon Krimsky, Hormonal Chaos: The Scientific and Social Origins of the Environmental Endocrine Hypothesis

7) October 17 Corporate Power and Social Policy the following articles in Illness and the Environment: Wilbur J. Scott, “Competing Paradigms in the Assessment of Latent Disorders: The Case of Agent Orange” Michael R. Reich, “Environmental Politics and Science: The Case of PBB Contamination in Michigan” Janet Siskind, “An Axe to Grind: Class Relations and Silicosis in a 19th Century Factory” David Rosner and Gerald E. Markowitz, “From Dust to Dust: The Birth and Rebirth of National Concern about Silicosis” Sara A. Quandt, Thomas A. Arcurey, Coling K. Austoin, and Rosa M. Saavedra, “Farm worker and Farmer Perceptions of Farmworker Agricultural Chemical Exposure in North Carolina” Elaine Draper, “Competing Conceptions of Safety: High-Risk Workers or High- Risk Work?”

8) October 24 – no class – away for American Public Health Association (reschedule if possible)

9) October 31 Breast Cancer

The following articles in Kasper and Ferguson, Breast Cancer: Society Shapes an Epidemic: Susan Ferguson, “Deformities and Disease: The Medicalization of Women’s Breasts” Ellen R. Shaffer, “Breast Cancer and the Evolving Health Care System” Jane Zones, “Profits from Pain: The Political Economy of Breast Cancer” Marcy Rosenbaum and Gun Roos, “Women’s Experiences of Breast Cancer” Anne Kasper, “Barriers and Burdens: Poor Women Face Breast Cancer” Carol Weissman “Breast Cancer Policymaking” Sue Rosser, “Controversies in Breast Cancer Research” Sandra Steingraber, “The Environmental Link to Breast Cancer” Barbara Brenner, “Sister Support: Women Create a Breast Cancer Movement” David J. Hunter et al., “Plasma Organochlorine Levels and the Risk of Breast Cancer.” New England Journal of Medicine, 1997, 337:1253-1258. (RP) Susan Snedeker. “Pesticides and Breast Cancer Risk: A Review of DDT, DDE, and Dieldrin.” Environmental Health Perspectives 2001, 109 (Suppl. 1):35-47. (RP) Stephen Zavestoski, Phil Brown, and Sabrina McCormick. “Gendered Bodies and Disease: Environmental Breast Cancer Activists’ Challenges to Science, the Biomedical Model, and Policy.” Unpublished (E) – optional

10) November 7 Gulf War Illnesses

Stephen Zavestoski, Phil Brown, Meadow Linder, Brian Mayer, and Sabrina McCormick, “Science, Policy, Activism, and War: Defining the Health of Gulf War Veterans” Science, Technology, and Human Values. Forthcoming. (E)

31 Charles Engel et al, “Psychological Conditions Diagnosed Among Veterans Seeking Department of Defense Care for Gulf War-Related Health Concerns,” Journal of Occupational and Environmental Medicine 1999, 41:384-392 (RP) Jonathan Banks and Lindsay Prior, “Doing Things with Illness: The Micro Politics of the CFS Clinic” Social Science and Medicine 2001, 52:11-23(RP) Leonard Jason et al. “Politics, Science and the Emergence of a New Disease: The Case of Chronic Fatigue Syndrome,” American Psychologist 1997, 52:973-983 (RP) Norma Ware, “Suffering and the Social Construction of Illness: The Delegitimation of Chronic Fatigue Syndrome” Medical Anthropology Quarterly 1992, 6:347-361 (RP) Simon Wessely et al. “Functional Somatic Syndromes: One or Many?” Lancet 1999, 354:936-939 (RP) Steve Kroll-Smith and H. Hugh Floyd “Environmental Illness as a Practical Epistemology and a Source of Professional Confusion” in Illness and the Environment

11) November 14 Asthma

Pew Environmental Health Commission, “Attack Asthma” (RP) Joel Schwartz et al., “Particulate Air Pollution and Hospital Emergency Room Visits for Asthma in Seattle” American Review of Respiratory Disease 1993, 147:826-831. (RP) Michael S. Friedman et al., “Impact of Changes in Transportation and Commuting Behavior During the 1996 Summer Olympic Games in Atlanta on Air Quality and Childhood Asthma” Journal of the American Medical Association 2001, 285:897-905 (RP) James W. Krieger et al, “Asthma and the Home Environment of Low-Income Urban Chidlren Preliminary Findings from the Seattle-King County Healthy Homes Project” Journal of Urban Health 2000, 77:50-66 Conrad Schneider, “Death, Disease, and Dirty Power: Mortality and Health Damage Due to Air Pollution from Power Plants.” Boston: Clear the Air Task Force (RP)

12) November 21 –no class – Thanksgiving vacation

13) November 28 Citizen-Science Alliances and Democratic Politics the following articles in Kleinman, Science, Technology and Democracy Steven Epstein, “Democracy, Expertise, and AIDS Treatment Actvism” Richard Sclove, “Town Meetings on Technology: Consensus Conferences as Democratic Participation” Louise Kaplan, “Public Participation in Nuclear Facility Decisions; Lessons from Hanford” Stephen Schneider, “Is the ‘Citizen-Scientist’ an Oxymoron?” Sandra Harding, “Should Philosophies of Science Encode Democratic Ideals?” Daniel Kleinman, “Democratization of Science and Technology”

32 14) December 5 Critical Epidemiology, the Precautionary Principle, and Health Tracking the following articles in Illness and the Environment: Steve Wing “Limits of Epidemiology” John Eyles, “Environmental Heath Research: Setting an Agenda by Spinning Our Wheels or Climbing the Mountain?” Marcia Inhorn and K. Lisa Whittle, “Feminism Meets the ‘New’ Epidemiologies: Toward an Appraisal of Antifeminist Biases in Epidemiological Research on Women’s Health.” Social Science and Medicine 2001, 53:553-567 (RP) Carolyn Needleman, “Applied Epidemiology and Environmental Health: Emerging Controversies” American Journal of Infection Control 1997, 25:262-274(RP) Beverly Rockhill, “The Privatization of Risk” American Journal of Public Health 2001, 91:365-368 (RP) Kriebel, David, Joel Tickner, Paul Epstein, John Lemons, Richard Levins, Edward L. Loechler, Margaret Quinn, Ruthann Rudel, Ted Schettler, and Michael Stoto. In press. “The Precautionary Principle In .” Environmental Health Perspectives (RP) Pew Environmental Health Commission, “America’s Environmental Health Gap: Why the Country Needs a Nationwide Health Tracking Network” (RP)

Final Presentations (depending on the number of people in the seminar, final presentations may start this session)

15) December 12

Final Presentations

33 ENVIRONMENTAL SOCIOLOGY Sociology 665

Cliff Brown University of New Hampshire

COURSE DESCRIPTION: Environmental factors always shape social phenomena, and human inevitably alter the natural environment. For instance, reliance on automobiles and fossil fuels in the United States has encouraged patterns of employment and residence that simply did not exist one hundred years ago. However, long-distance commuting and suburban development involve environmental costs and introduce new social problems. In the last thirty years, a growing number of sociologists have recognized the important linkages between the natural and social worlds; the field of environmental sociology attempts to integrate these connections systematically into social science research.

This course examines the relationships between human societies, biological ecosystems, and the physical environment. Major topic areas include the dynamics of social and environmental change; state policy and regulation; environmental constraints on human communities; population and economic growth; community mobilization and social movements; and inequalities in environmental risk. The course has four primary objectives. The first objective is to introduce students to the research in environmental sociology and to emphasize how a sociological perspective can inform our understanding of changes in the natural world. Although environmental sociology encompasses a large and growing literature, the course will focus upon several prominent works and will introduce students to the fundamental issues and debates in the field. The second objective is to promote students’ ability to evaluate the existing research and to understand its implications. Class discussions, lectures, writing assignments, and the final paper will all help in the realization of this goal. The third objective is to promote the development of a global perspective on environmental issues. Just as processes of environmental and social change are linked, developments originating in isolated regions often have worldwide implications. Conversely, global trends are often particularly manifest in specific locales. This course will attempt to make those critical connections evident. The fourth and final objective is to enhance students’ writing and research abilities. Toward this end, each student in the course will complete regular writing assignments and a major research paper.

READINGS: The following texts are available at the Durham Book Exchange and the University Bookstore. All readings should be completed by the class session for which they are assigned. Readings for February 19 must be purchased from Durham Copy at 54 Main Street.

Bullard, Robert D. 2000. Dumping in Dixie: Race, Class, and Environmental Quality (3rd edition). Boulder, Colo.: Westview Press. ISBN 0-8133-6792-1 Brown, Phil, and Edwin J. Mikkelsen. 1997. No Safe Place: Toxic Waste, Leukemia, and Community Action. Berkeley, Calif.: University of California Press. ISBN: 0-520-21248-7 Foster, John Bellamy. 1999. The Vulnerable Planet: A Short Economic History of the Environment. New York: Monthly Review Press. ISBN 1-58367-019-X Humphrey, Craig R., Tammy L. Lewis, and Frederick H. Buttel. 2002. Environment, Energy, and Society: A New Synthesis. Belmont, Calif.: Wadsworth. ISBN 0-534-57955-8 Reading packet available at Durham Copy

34 COURSE REQUIREMENTS:

1) Participation (10%): Active participation in the classroom creates a forum for the critical appraisal of ideas, expands the range of perspectives brought to bear on a given issue, and encourages diligent preparation for class. Participation also enhances proficiency in public speaking and facilitates one’s ability to engage in debates involving complex issues. Naturally, participation requires consistent attendance. Participation grades will be based on students’ demonstrated preparedness for class and ability to (1) identify central arguments and questions, (2) critique theoretical perspectives, empirical evidence, and research methods, (3) relate their own ideas to the themes that frame the course, (4) develop and apply new approaches or insights, and (5) respond thoughtfully and respectfully to others’ comments.

Because I expect each student to devote considerable energy toward keeping up with the schedule of readings, participation weighs heavily in the final grade calculation. Please review the course schedule carefully, plan accordingly, and be prepared for each class. I will gladly give you feedback on your participation and offer suggestions for improvement at any time. I will also assign provisional participation grades at mid-semester to help you assess your performance.

2) In-class Essays (10%): To provide a variety of opportunities for developing writing skills and to encourage consistent preparation for class (both reading and note-taking), six or seven in-class writing exercises will require written responses to a question based on the day’s scheduled reading. The dates will not be announced ahead of time, and these will be closed-book assignments. However, you will be able to refer to your reading and class notes. I will grade essays in terms of the quality and clarity of the writing, the level of detail, and the effectiveness of the response. At the end of the semester, your five best essays will account for 10 percent of the course grade.

3) Response Papers (30%): Each student will complete two response papers (15 percent each). The first paper will respond to Foster’s The Vulnerable Planet; the second will address Bullard’s Dumping in Dixie. You must write each essay from the perspective of one of the three major paradigms (conservative, managerial, or radical) discussed in the Humphrey, Lewis, and Buttel text. I recommend that you select the paradigm that most closely corresponds to your own viewpoint.

These should not be summaries of the readings, but well-crafted 5-6 page assessments/critiques of the author’s work. You should orient your response around a clear thesis that gives the paper internal coherence. Open the paper by briefly presenting your major paradigm assumptions and thesis, then use the body of the paper to respond to the author’s argument and evidence in terms of the perspective you have adopted. Essays will be graded on (1) the technical quality of the writing, (2) the originality, clarity, and organization of the overall argument/critique, (3) the extent to which you effectively present and implement a paradigm, and (4) the paper’s persuasiveness and presentation of evidence. Use of outside sources is permitted but not required; however, you must include a bibliography for any works (including course texts) cited in the paper.

4) Exams (30%): The midterm and final exams will cover all course material, including discussions, lectures, readings, guest speakers, videos, and handouts. Exams will be a combination of multiple- choice, true/false, and short answer formats. Each exam is worth 15 percent of your final grade. Exams will not be re-scheduled except for legitimate reasons that are approved well in advance of the exam date.

5) Research Paper & Presentation (20%): Students will be required to complete a research paper on a topic that clearly addresses the interface between the natural and social environments in one of five

35 major domains: energy (production and/or consumption), water (oceans and/or freshwater ecosystems), agriculture (farming practices and/or food production), undeveloped areas (such as forests, grasslands, or coastal regions), or atmosphere (air quality and/or climate change). Within one of these five broad areas, you are free to select any particular topic or region that interests you. To help narrow your focus, you should take a case-study approach: research processes of environmental and social change in a specific place (such as the Amazon rainforest or the Gulf of Maine fishery), and consider how your case study relates to larger global trends. At the end of the semester, students will use their research to contribute to one of five group presentations that correspond to the major topic areas listed above. The paper constitutes 17 percent of the final grade; the presentation is worth the remaining 3 percent. Students will receive a detailed handout on the final paper and the group presentation early in the semester.

GRADING POLICIES: I assign grades using the UNH grading scale: A = Excellent, B = Superior, C = Satisfactory, D = Marginal, and F = Failing. Numerical equivalents for this course are: 100-96.0 = A; 95.9-92.0 = A−; 91.9-88.0 = B+; 87.9-84.0 = B; 83.9-80.0 = B−; 79.9-76.0 = C+; 75.9-72.0 = C; 71.9- 68.0 = C−; 67.9-64.0 = D+; 63.9-60.0 = D; 59.9-56.0 = D−; below 56.0 = F. Late work loses 2 points per calendar day; work that is not submitted by semester’s end receives a grade of zero. To insure that everyone has the same chance to do well in the course, extra credit assignments are not available. Submitted work should be typed, double-spaced, paginated, and completely backed-up (computer file and/or hard copy). All assignments are due in class on the specified date; do not turn in floppy disks or send papers by e-mail. Graded work will be returned in a timely manner, generally, the class session after it is submitted. You may pick up any unclaimed exams and papers for up to one semester after the course ends. Academic honesty must be observed at all times. UNH policies are printed in the Student Rights, Rules, and Responsibilities handbook.

INTERNET RESOURCES: Course materials will be available at http://pubpages.unh.edu/~cliffb/soc655.html. Please let me know if I can make any changes to the website that will make this resource more useful. Also, the Sociology Department web page (http://www.unh.edu/sociology) includes information about the sociology major, the faculty, course offerings, and internet links. Both sites are good places to begin independent research for projects related to this course.

COURSE SCHEDULE:

1/22 Tues. Course Introduction • Questions: What is sociology? What is this course about? What are the requirements and expectations?

1/24 Thur. Central Issues in Environmental Sociology • Questions: What are the origins of environmental sociology? What do environmental sociologists study? • Read: Humphrey, Lewis, & Buttel, Ch. 1

1/29 Tues. Social Theory and Environmental Paradigms • Questions: What are the conservative, managerial, and radical paradigms in environmental sociology? What are the strengths and limitations of each? • Read: Humphrey, Lewis, & Buttel, Ch. 2

36 1/31 Thur. to the Industrial Revolution • Questions: What is the state of the natural environment? What are our major environmental threats? How did pre-industrial societies both alter and depend upon their natural environments? • Read: Foster, Preface-Ch. 2

2/5 Tues. Environmental History since the Industrial Revolution • Questions: How has development and industrialization affected the environment? What are the Marxian and Malthusian perspectives on population growth? How do they differ? • Read: Foster, Ch. 3-5

2/7 Thur. The Vulnerable Planet • Questions: According to Foster, what are the primary causes of environmental degradation? Is capitalism incompatible with sustainable development? Do you agree with Foster’s assessment and conclusions? • Read: Foster, Ch. 6-Afterward • Due: Response paper #1

2/12 Tues. Population Growth and Environment • Questions: Where is population growth most pronounced? Why has the population of some regions increased more dramatically than in others? What are the most prominent perspectives and what are the related critiques? • Read: Humphrey, Lewis, & Buttel, Ch. 3

2/14 Thur. Population Growth and Environment • Questions: How does global population growth affect the United States? What is the relationship between population growth and women’s status? • Video: Six Billion and Beyond

2/19 Tues. The : Cars, Highways, and Suburban Development • Questions: How does reliance on the automobile affect the environment? How do the spatial dynamics of human residence patterns influence social life? • Read: Course packet selections by Kay and Duany, Plater-Zyberk, and Speck

2/21 Thur. Food and Global Hunger • Questions: Is a shortage of food the primary reason for global hunger? What are some of the most important variables that limit global food availability? • Read: Humphrey, Lewis, & Buttel, Ch. 4

2/26 Tues. The Oceans and Fisheries • Questions: How have recent environmental changes affected the fisheries? What happens when fisheries-dependent communities lose their primary resource? • Guest Speaker: Prof. Larry Hamilton “Social and Environmental Change in the North Atlantic”

37 2/28 Thur. Energy and the Environment • Questions: How does U.S. energy consumption compare to global patterns of energy use? How and why has America become dependent on petroleum? What are the major political, historical, and social factors that help to explain our reliance on oil? • Read: Humphrey, Lewis, and Buttel, Ch. 5

3/5 Tues. Toxic Waste and The Woburn Cluster • Questions: What were the first signs of a toxic waste problem in Woburn? What was the “Woburn Cluster”? • Read: Brown & Mikkelsen, Foreword-Ch. 1

3/7 Thur. Community Response • Questions: What were some of the barriers to pursuing a legal remedy? What obstacles did the community face? What is required to mobilize a community against an environmental threat? What mental health effects did Brown & Mikkelsen observe? • Read: Brown & Mikkelsen, Ch. 2-3

3/12 Tues. Popular Epidemiology and Social Change • Questions: What is the difference between traditional and popular epidemiology? On what basis has the scientific community criticized popular epidemiology? What counts as legitimate data for each model? • Read: Brown & Mikkelsen, Ch. 4-5 • Exam review

3/14 Thur. Exam 1 • 8:10-9:30 a.m., Horton 307

3/18 - 3/22 Spring Break

3/26 Tues. Exam results • exam overview and discussion • mid-semester grades

3/28 Thur. The Environmental Movement • Questions: What is a social movement? To what extent has the environmental movement had an impact on policy? On people’s consciousness? What are some of the critiques of contemporary environmental organizations? • Read: Humphrey, Lewis, and Buttel, Ch. 6

4/2 Tues. Race, Class, and Place • Questions: Why are minority and low-income groups often more severely impacted by environmental problems? Why have these same groups not traditionally been part of the mainstream environmental movement? What is “uneven development”? • Read: Bullard, Preface-Ch. 2

38 4/4 Thur. Environmental Racism • Questions: What were some of the prominent environmental hazards uncovered in Texas, West Virginia, Louisiana, and Alabama communities? To what extent were these cases similar? To what extent are environmental concerns a priority among residents of these communities? How does race affect the likelihood of exposure to toxic threats? • Read: Bullard, Ch. 3-5

4/9 Tues. Promoting Environmental Justice • Questions: What is the “environmental justice” model? What developments encouraged the emergence of this perspective? To what extent has the environmental justice model been successful? Do you agree with Bullard’s evidence, methods, and conclusions? • Read: Bullard, Ch. 6-7 • Due: Response paper #2

4/11 Thur. Sustainability • Questions: What is “sustainable development”? What are the problems/debates regarding the notion of sustainable development? What policies and proposals might be used to promote sustainable development? • Read: Humphrey, Lewis, and Buttel, Ch. 7

4/16 Tues. Politics, Risk, and the Chemical Industry • Questions: What are some of the threats posed by exposure to toxic chemicals? how much do we know about these threats? How have chemical companies attempted to influence political and policy outcomes relevant to their industry? • Video: Bill Moyers Reports: Trade Secrets

4/18 Thur. Politics, Risk, and the Chemical Industry (cont.) • Questions: How do chemical industry representatives respond to Moyers’ report? Does Trade Secrets present an unbiased account? • Video: Bill Moyers Reports: Trade Secrets (cont.)

4/23 Tues. Local Impacts of Global Processes • Questions: What are the effects of environmental change in New Hampshire? How have climate and weather patterns shifted over time? What are the socioeconomic implications of these changes? • Guest Speaker: Prof. David Rohall “Climate Change and New Hampshire’s Ski Industry”

4/25 Thur. The Future of the Environment • Questions: Why do the authors suggest that the future of environmental protection may lie outside of environmental movements? Why and how are environmental movements themselves changing? How has globalization affected perspectives on environmental protection? • Read: Humphrey, Lewis, and Buttel, Ch. 8 • Exam Review

39 4/30 Tues. Exam 2 • 8:10-9:30 a.m., Horton 307

5/2 Thur. presentation groups meet -- no class

5/7 Tues. Exam results • exam overview and discussion • course review • evaluations

5/9 Thur. Student Presentations • Due: Final papers

5/13 Mon. Deadline for submission of all coursework; the usual late penalties apply. Any work not submitted by 12 noon receives a grade of zero.

40 INTRODUCTION TO ENVIRONMENTAL POLICY ANALYSIS Environmental Science 365

Robert J. Brulle Drexel University

Overview: This undergraduate course provides an introduction to the development and implementation of environmental policy in the United States. The aim of this course is to provide an understanding of how environmental policies are created, evaluated, and implemented. The course starts by examining the politics of the policy process, including the historical development of U.S. environmental policies, the key decision making arenas, and the participants in the development of environmental policy in the U.S. The second part of the course examines the theoretical approaches and practice of environmental policy analysis, including economic, social, and environmental impact assessment. The course concludes with an examination of how environmental policies are developed, implemented, and enforced through the development of environmental laws, regulations, and the federal budget process.

Course Objectives:

1. Understand the basic approaches to the politics of the policy process, including the following concepts: Policy Arena Analysis Advocacy Coalition Approach 2. Identify the basic components of the policy analysis process, including prospective analysis and program evaluation. 3. Identify the procedures involved in conducting economic, social, environmental, and risk impact assessments. 4. Understand how to identify the applicable environmental laws and regulations for a given policy area. 5. Be able to describe the budgetary cycle, and how this impacts the ability of a government agency to carry out its programs.

Course Requirements: This course has three course requirements as follows:

1. Class Participation: This will count for 40% of the final grade. Class attendance is mandatory. In addition, students are expected to come to class having completed the assigned readings, and prepared to discuss the topics in class. There will be unannounced quizzes given in class on the assigned readings and lectures throughout the course of the quarter. There will be no makeup quizzes given.

2. Environmental Policy Paper: Each student will research one area of U.S. environmental policy. The student will then prepare a 5-7 page written report, and present the results of the research in class. Papers are due on the day of the scheduled class presentation. This paper and presentation will count for 20% of the final grade.

3 Exams This course will have one final examination. The final exam will constitute 40% of the course grade.

41 Required Texts: This course has one required text and readings that are on reserve at the library. The required text is Vig, Norman J. and Kraft, Michael E. 2000 Environmental Policy Washington DC: Congressional Quarterly Press COURSE SCHEDULE

Week One Overview 27 September 2001 ------PART I – THE POLITICS OF THE POLICY PROCESS: WHAT ARE THE KEY VENUES AND WHO ARE THE PARTICIPANTS IN THE DEVELOPMENT OF ENVIRONMENTAL POLICY IN THE U.S?

Week Two History of U.S. Environmental Policy 4 October 2001 Switzer, Jacqueline V. Environmental Politics, 2001. Domestic and Global Dimensions, Boston: St. Martins, pp. 11-32

Vig and Kraft, Chapter 1

Weeks Three and Four - Environmental Policy Arenas 11 & 18 October, 2001 Vig and Kraft Chapters 3, 4, 5, & 6

Sabatier, P.A., and Jenkins-Smith, Hank C. 1993 Policy Change and Learning: An Advocacy Coalition Approach, Westview Press, San Francisco, pp. 1-39 ------PART II – THE ART AND CRAFT OF POLICY ANALYSIS HOW ARE ENVIRONMENTAL POLICIES ANALYZED AND EVALUATED?

Week Five - Models of Policy Analysis October 25, 2001 Patton, Carl V. and Sawicki, David S. 1993, Basic Methods of Policy Analysis and Planning, Prentice Hall Englewood Cliffs, NJ: Prentice Hall, pp. 21-67

National Research Council. 1996. Understanding Risk: Informing Decisions in a Democratic Society. Washington (DC): National Academy Press, pp. 1-36

Week Six Prospective Environmental Policy Evaluation November 1, 2001 Economic, Social Impact, and Risk Assessment Vig and Kraft Chapters 9-11

Week Seven Evaluation of Environmental Programs November 8, 2001 Patton and Sawicki pp. 362-395 ------PART III IMPLEMENTATION AND ENFORCEMENT: HOW ARE ENVIRONMENTAL POLICY PROGRAMS DEVELOPED, IMPLEMENTED, AND ENFORCED?

Week Eight - November 15, 2001 Kubasek, Nancy. 2000, Environmental Law Upper Saddle River, N.J.: Prentice Hall, pp 84-136

Week Nine Environmental Regulations November 29, 2001 Portney, Paul, and Stavins, Robert N. 2000. Public Policies for Environmental Protection, Washington DC: RFF pp. 11-30

42 Lubbers, Jeffrey S. 1998, A Guide to Federal Agency Rulemaking American Bar Association, Chapter 1 and 2

Vig and Kraft Chapter 8

Week Ten Budgetary Processes December 6, 2001 Shick, Allen,1994. The Federal Budget : Politics, Policy, Process, Washington DC: Brookings Institute, Chapters 2 and 3 .

Introduction to Environmental Policy Analysis Environmental Policy Paper Guidance

Each student will research and prepare a 5-7 page written report on one area of U.S. environmental policy. The results of this research will be presented in class. A topic for this paper is due on November 8, 2001. This topic will be submitted in writing, and will be approximately 250 words in length. Papers and the presentation are due November 29, 2001. This paper and presentation will count for 20% of the final grade.

Composition of the Paper:

1. Executive Summary (one page) This page will provide a summary of the entire report. It should not exceed one typed page.

2. Introduction (one – two pages) Describe the issue you are conduction an analysis. Where appropriate, it should provide the relevant background information regarding the issue. It must define the key policy issue under consideration.

3. Alternatives Analysis (two – four pages) Describe what possible courses of action can be taken, and what their likely ecological, social, economic, and political consequences will be. You should limit yourself to three or four possible alternatives, including the “do nothing” alternative.

4. Conclusions and Recommendations (one page) Based on your analysis, you should make a series of conclusions regarding the issue being examined, and what course of action should be followed.

43 Introduction to Environmental Policy Analysis Final Exam

Instructions: Place your name in the upper right hand of the first page. Circle the correct answer or fill in the answer in the space provided. When you are finished, return your exam to the instructor and leave quietly. The point total for each question is listed. The total score for the exam is 175 points.

1. What is meant by Discourse Analysis? Give an example of this approach to the study of social movements? 10 points

2. What are the three major elements of the “Advocacy Coalition Framework?” 10 points _ 3. The so-called “Wise Use” movement came into being in the mid 1980s. What is the purpose of this movement? 5 points

4. Overall, how effective have the environmental programs and laws passed after been in cleaning up environmental pollution? 5 points

5. What is the difference between logical empiricism and hermeneutics? How does this define different types of policy analyses? 10 points

6. What is meant by the “Iron Triangle” regarding the policy formation process? 10 points

7. What is “Analytic Deliberation? 10 points

8. The policy analysis process is carried out in a number of steps. Enumerate and describe each of the major components of this process. 10 points

9. Explain the difference between prospective analysis and program evaluation. 10 points

10. What is cost-benefit analysis? How does this apply to environmental policy analysis? 10 points

11. Identify five drawbacks that complicates cost benefit analysis. 10 points

12. What does NEPA mean? How does this apply to environmental actions of the U.S. Government? 10 points

13. What is the difference between a law and a regulation, and where can you find each one? 10 points Identify the following terms and their importance in environmental policy making:

14. Legislative History 5 points

15. Court Interpretations 5 points

16. Federal Register 5 points 17. GAO 5 points

18. U.S. Code Annotated 5 points

19. Jurisdiction 5 points

44

20. What is the difference between criminal and civil law regarding standards of proof and potential penalties? 5 points 21. What are the major steps in a Federal Agency issuing a regulation? 10 points

22. During whose Presidency did most environmental regulations become established? 5 points A. T. Roosevelt B. Nixon C. Reagan D. Carter

23. What is the difference between a budget appropriation and authorization? 5 points

24. What is the OMB, and what role does it play in the President’s Budget? 5 points

25. Why is the House Ways and Means Committee a very powerful influence on Federal government actions? 5 points

Total points possible: 175

45 ENVIRONMENTAL SOCIOLOGY Sociology 218

F. Kurt Cylke Jr. State University of New York at Geneseo

REQUIRED BOOKS

Nash, Roderick. American Environmentalism Scarce, Rik. Eco-Warriors Abbey, Edward. The Monkey Wrench Gang Flavin, Christopher et. al. The State of the World 2002 Brown, Lester. Beyond Malthus Tuxill, John. Nature’s Cornucopia McGinn, Anne. Why Poison Ourselves? Abramovitz, Janet. Taking a Stand Lomborg. The Skeptical Environmenatlist

COURSE OBJECTIVES

This course will explore: 1) social forces contributing to the identification, emergence and resolution of environmental crisis, 2) social forces which shape our contemporary perceptions of the environment and environmental problems, 3) relevance of traditional sociological theories and research methodologies to the understanding the nature and origins of environmental crisis. The final portion of the course will look at the variety of social responses to environmental problems.

Note: This Syllabus and accompanying work sheet are subject to modification throughout the course of the semester. It is advisable that you attend class regularly to be aware of any modifications that may be made.

COURSE REQUIREMENTS

Working from the assumption that students learn most effectively in different manners, you have the option of customizing your learning environment in this course. There are two grading options you can choose from. Before you make your selection you should read the descriptions of the midterm, final and journal.

OPTION ONE

Midterm 15% Final 15% Research Paper 20-25 Pages 20% Participation 50%

46 OPTION TWO

Midterm 15% Final 15% Class Project 20% Participation 50%

OPTION THREE

Final 10% Class Project 15% Participation 75%

RESEARCH PAPER TOPICS

Choice of a topic for a research paper is up to the student. I would suggest you peruse the texts and select an environmental issue compatible with your academic major and general interests. The goal of this assignment is to give you the opportunity to develop a more informed understanding of issues confronting the modern world. In your quest for an informed position, I request that you avoid the use of “Mass Media” sources. Unless you have my express permission, Readers Digest, Time, Newsweek, Jet, U.S. News and World Report, are not to be used as sources for your paper. I will be available to discuss paper topics, help identify sources, and go over outlines. As a minimum you should use five books and three journal articles.

PARTICIPATION

Participation in this class is defined as being engaged with the course materials. Meaningful engagement in a college level course involves mastery of assigned readings, being prepared for, and regularly attending class meetings. Your participation grade will be earned by completing the following:

I.. READINGS/COURSE JOURNAL Option one & two 35% or Option three 50%

II.. CLASS PARTICIPATION Option one & two 15% or Option three 25% a) Leading Discussions b) Participation (determined by random attendance checks) c) Participation in the debates

Readings/Course Journals : You are required write detailed reflexive passages as you go along. Other students have found that reflecting on the readings improves their understanding of lecture material and test performance. Further information will be presented in class. Journals entries are due at the beginning if each class period. Please meet with me individually to discuss your journals twice during the semester.

Note: Late journals indicate that you have not been keeping up with course material and hence are less than fully engaged in the course. As a general rule late materials will not earn credit. All assignments must be completed D or better to receive a passing grade for this class.

47 MIDTERM EVALUATION

There are several books and articles required for this course. You are to select any two chapters or articles and submit a 3 to 5 page typed essay dealing with a theme explored in the works. At the top of each essay should be a clear statement of the theme. For example if you select the Nash reader your theme might be: The incompatibility of urban culture and conservation initiatives. I do not want a simple book report. After doing the readings, select a creative theme to explore or an argument to support. Questions you might ask yourself when developing a theme might include:

- What is the significance of this essay to modern society? - Has the author(s) made accurate assumptions about contemporary society and/or non-human environments? - What is the author`s central theme and how well is it executed? - What does the author fail to consider which might invalidate the central argument? - Is the authors theme new or simply a rehashing of old ideas?

If you have further questions about this assignment please seek my help. You may also want to consult the section ON WRITING in this syllabus. If you have selected option One or Two, these essays are due no later than October 17, 2002.

FINAL EXAM

A final essay will replace the traditional final exam. Using course materials, you will write a 5-7 page essay in response to a brief reading which will distributed during the last week of class. The Final exam is scheduled for December 12th at 12:00.

CLASS PROJECT

This team project focuses on the current and future state of the environmental information in a global context. The class will be broken into research teams with specific assignments. Think of this project as the equivalent of a major research paper. Details concerning this project will be provided during the first class meeting.

IMPORTANT DATES: Journals Due September 19th Journals Due October 24th Journals Due November 14th Journals Due December 9th

WORKSHEET

Aug. 27 Introduction and Background

Aug 29 Just How Serious are Environmental Problems

Flavin et al. Foreword, Preface, and Chapter One. Lomborg Chapter 1: Things are Getting Better

Sept 3 Toxins McGinn: Why Poison Ourselves

48 McGinn: Reducing our Toxic Burden Lomborg: Chapter 22: Our Chemical Fears

Sept 5 Bio-diversity Tuxill: Natures Cornucopia Lomborg: Chapter 23:

Sept 10 Land Use Abramovitz: Taking a Stand: World’s Forests. Lomborg: Chapter 16 Acid Rain and Forest Death Lomborg: Chapter 10 Forests are we Losing Them

Sept 12 Population Growth Brown et al.: Beyond Malthus Engleman et al. Rethinking Population Lomborg: Chapter 3 Measuring Human Welfare Lomborg: Chapter 4 Life Expectancy and Health

Sept 17 Climate Change Dunn and Flavin: Moving the Climate Change Agenda Forward Lomborg: Chapter 24 Global Warming

Sept 19 The Social Construction of the Environment. Poore on Environmental Education

Sept 24 The Historical Context of the Environment

The Frontier Period Pre-1850 - Readings: Nash pp. 1-11

Sept 26 Frontier Period, Continued - Readings: Nash 1: Black Elk Nash 2: William Cronon

Oct 1 - Readings Nash 3: Wilbur Jacobs Nash 4: Catlin

Oct 3 Discussion, Wrap up Frontier Period

Oct 8 The Conservation Period (1850-1945) - Readings: Nash 5: Thoreau Nash 6 Marsh

Oct 10 - Readings Nash 7: Olmstead Nash 8: Reiger Nash 9: Schurz

Oct 17 - Readings Nash 11: Pinchot Nash 12: McGee Nash 15: Muir

49

Oct 22 - Readings Nash 16: Bates Nash 17: Hayes Nash 18: Nash

Oct 24 - Readings Nash 22: Roosevelt

Oct 29 The Pre-Ecological Period (1945-1970) - Readings Nash 23: Hayes Nash 25: Marshall Nash 26: Vogt Nash 27: Leopold

Oct 31 The Ecological Period (1970-present) - Readings Nash 30: Carson Nash 31: Pollution Nash 32: Ehrlich

Nov 5 - Readings Nash 33: Commoner Nash 35 Nader Nash 37 Hardin

Nov 7 Mainstream Environmentalism - Readings None

Nov 12 Mainstream Continued - Readings None

Nov 14 Critique of the Mainstream - Readings Nash: pp. 255-258 Nash 44: Sale Nash 45: Bookchin Nash 47 Session and Devall Nash 42 Berry

Nov 19 The Radicals - Readings Scarce: Chapter 1 Scarce: Chapter 2 Scarce: Chapter 3

Nov 21 The Conservatives - Readings None

Nov 26-Dec 3 What the future may hold

- Readings: TBA - Readings TBA

Dec 5 MWG Read ALL of Abbey - Readings : Abbey all

50 SOCIAL PROBLEMS: ENVIRONMENT Sociology 120T

Elizabeth Duffy Kirkwood Community College

Welcome To help provide an enjoyable and prosperous semester experience in the field of Social Problems: Environment, you are presented with this detailed Course Syllabus and Schedule. It is important that you feel confident in your studies and understand the course requirements. The following pages serve as outline to our semester together. Do ask questions if need be.

Course Title and Description This course examines social interaction and activity with consequences to the natural environment and in a dialectic arrangement, how that affected natural environment in turn affects society. For example, humankind pollutes the air -- how does air pollution affect humankind? Issues of Social Problems and the Natural Environment will be examined from political, anthropological, economic, and humanistic perspectives, although the foundations of sociological study will predominate. Social Problems: Environment is the opportunity to learn how to really look at the relationships between the social and natural environments. We will examine issues of air, water, soil, forests and rain forests and other elements of nature including various forms of human and nonhuman life species. Social Problems: Environment will also include a wide range of geographic focus, including comparative state, national, and international arenas. Theoretical foundations will establish framework for discussion. Students are expected to develop a vocabulary indigenous to intellectual conversation about social problems of the natural environment, as presented in the textbook and in class lecture and discussion.

Required Textbooks 1. An Invitation to Environmental Sociology. Michael Mayerfield Bell. Thousand Oaks, CA: Pine Forge Press, 1998.

2. Environmental Problems, Grassroots Solutions: The Politics of Grassroots Environmental Conflict, Sherry and Charles Cable. New York: St. Martin’s Press, 1995.

3. Environmental Justice -- An Opposing Viewpoints Series, ‘95 Ed.

4. Also: become aware of current events regarding problems of the natural environment, through regular exploration of the subject through mass media news.

Course Objectives 1. To gain an understanding of conceptual and theoretical foundations of social problems involving the natural environment. 2. To learn about problems of the natural environment through textbooks, class lecture and discussion, experience, mass media news, and research. 3. To develop an understanding of not only the social arena, but also social movement and social change regarding the natural environment. 4. To develop skills in selection, research, and critical analysis of examples of sociological inquiry, as well as the sharing of this information. 5. To develop insight into not only our own local social arena, but also an appreciation for state, national, and global social arenas.

51 6. To develop a working vocabulary of social problems and the natural environment. 7. To develop an expertise in one Special Study Interest of the natural environment.

ADA Statement Students with disabilities who need accommodations to achieve course objectives should file an accommodation application with the Developmental Education Department, Linn Hall 133, as soon as possible.

Meet Your Professor Dr. Elizabeth Duffy is pleased to teach Anthropology and Sociology courses at Kirkwood Community College Iowa City Center. Professor Duffy’s research includes examination of United Nations environmental policy development at the in Brazil, and examination of historical environmental ideology in the former USSR. She also served with former Secretary of the Interior Bruce Babbitt on the original National Groundwater Policy Forum, a small group which wrote the first book of environmental public policy regarding drinking water. Dr. Duffy also spent six summers teaching overseas in International Field Study programs--which honored Dr. Duffy for “Excellence in International Education.” Previously, Professor Duffy also taught for several years at the University of Dubuque. She has traveled 40+ USA states and 30+ foreign countries.

Last Day for Complete Withdrawal May 8, 2002

Learning Environment Expectations

1. Class Attendance Social Problems: Environment is a class held two days per week. To come late is better than to miss class. To leave early is better than to not come at all. Every attempt will be made to begin class on time and end on time. If you cannot attend a class session, notify Professor Duffy ahead of time either in person, by Kirkwood voice mail, or by sending a message with another student. Attendance is required and any absences will be considered when assigning grade reports.

2. Rest-Rooms and Breaks If a rest-room is needed during a normal class, the student may quietly leave the room without permission. No one should leave the room during an exam without permission.

3. Plagiarism Statement Kirkwood Community College engages in an official policy of plagiarism: According to Webster, to plagiarize is “to steal or pass off the ideas or words of another as one’s own ... to use created productions without crediting the source ... to commit literary theft ... to present as new and original an idea or product derived from an existing source.” Kirkwood students are responsible for authenticating any assignment submitted to an instructor. If asked, you (the student), must be able to produce proof that the assignment you submit is actually your own work. Therefore, we (Kirkwood officials) recommend that you engage in a verifiable working process on assignments. Keep copies of all drafts of your work, make photocopies of research materials, write summaries of research materials, keep Writing Center receipts, keep logs or journals of your work on assignments and papers, learn to save drafts or versions of assignments under individual file names on computer or diskette, etc. The inability to authenticate your work, should an instructor request it, is a sufficient ground for failing the assignment.

52 In addition to requiring a student to authenticate his/her work, Kirkwood Community College instructors may employ various other means of ascertaining authenticity--such as engaging in Internet searches, creating quizzes based on student work, requiring students to explain their work and/or process orally, etc.

4. Decent Normal Human Behavioral Expectations Students are expected to elevate themselves to a high level of behavior; avoiding any disruptive or irritating behavior, while maintaining common courtesy. This is a seriously-taught class with high expectations.

• Coats are to be removed at the start of class and left until the end. Caps or hats are not to be worn in class. • Shuffling papers and preparing to leave before the end of class will be considered culturally rude and unacceptable! • Cell phones and pagers are not to be used during class. • Students are not to use personal computers or recorders during class. • Language is to be “clean” and proper for the educational environment. • Bottled water during class is acceptable. Please do not bring in other beverages, snacks, gum, or food. Doing so may affect the quality of your participation.

Disruptions from Expectations will be considered disruption to the class, thereby harming the learning environment and thus, the student’s grade. If there is a “special” situation that affects any part of the Expectations, then the professor should be notified. The professor also reserves the right to add expectations as need arises.

Student Evaluation: Assignments

1 Each student is expected to Develop an Awareness for their natural environment and which they learn of through the mass media--and to therefore share or discuss such activity as the subject arises in readings or class lecture or discussion.

2 Each student is expected to contribute to Class Participation. One way is to serve as Discussant of an assigned chapter (each of you will have one or more) and to contribute to a discussion initiated by a classmate or teacher. It is important to also watch for new concepts as you read. These will be vocabulary terms you may not have before heard. It is important for you to understand new concepts and to be able to discuss them. So watch for these terms. They will be emphasized in class and you will be tested on them. Another requirement is that you are also a good listener and do not dominate discussions, so classmates may also participate. And, attendance is required and will be taken at each session.

3 Each student will research, prepare, and present 1 major Research Report called a Social Problem: Environment Report. This will be based on your own, self-selected, Special Study Interest. You have a wide degree of freedom in your subject, as long as it involve a social problem of the natural environment. This could be an issue of air, water, soil, forests, global warming, glacier melt, endangered animal, an activist group, law or public policy, litter, recycling, waste disposal, sewage disposal, etc. This might also focus on a small isolated problem or a large national or international problem. Where would Santa be without reindeer? That Nordic community is also endangered. Be creative and find a subject that interests you and which you will be able to find news stories about. Your subject will be acknowledged and “approved” in class; with updates on your research. The BASIC requirement, involving media research, is a critical analysis research report. Because this is your one major assignment, and it is in four parts, you will be given four official Research Days.

53 Check your Syllabus Schedule for these dates. Your final report should be approximately 10 pages, typed in Courier or New Courier 12 pt, one-inch margins, if possible. Since this is a relatively short project, carefully choose your words to provide quality. The CHALLENGE project is for those of you who already have an understanding of sociological methods such as surveys, interviews, observation, etc. To provide a more extensive learning experience, you may choose to research your study out in the community. These projects will also be acknowledged and “approved” in class. Note: Your professor encourages your best work, especially in that the best of the best will be considered for publication in Kirkwood’s Social Sciences Journal of published research; with your permission.

4 Two Formal Exams: Mid-Term, and Final. Mid-term design will be announced. Final design will be vocabulary matching (consult back of the “Problems” book.

Grading System Attendance = 20 % Discussion & Presentation = 10 % Social Problem Research Project = 20 % Mid-Term Exam = 20 % Final Exam = 30 %

*An “A” student in Class Participation is one who: attends class for the full-designated time period; sits at attention; fulfills Learning Environment Expectations; sometimes contributes positive oral commentary and/or inquiry and sometimes contributes positive support to classmates through good listening skills, as indicated by nonverbal and verbal behavior. This student appropriately participates in class; thoroughly addresses all concerns; timely submits work; completes assigned work; is prompt, courteous, and polite; expresses exceptional interest/effort/quality; and is a quality speaker and listener. This is a fine student! B: Effort and production was as for “A” although level of success was not as complete and/or polished as for “A” level work. C: A good attempt was made toward successful class participation; and general classroom attitude and effort were appropriate though not outstanding; indicating success without successful motivation toward achieving a higher level of standard. D: The student has fallen short in his or her efforts; suggesting difficulties in understanding the course content, insufficient completion or preparation of the work, and/or disinterest in successfully contributing as a member of the class. F: The student has not successfully earned a higher level of achievement.

Make-Up Policy Work is DUE on the date specified in the Class Program. Late work will be considered on a per-item basis, dependent upon the situation. No late work will be accepted beyond the last class period before final exam day. The final exam must be taken on the scheduled exam day.

Grading Scale 71-80 % = C- to C to C+ 91-100 % = A- to A 60-70 % = D- to D to D+ 81- 90 % = B- to B to B+ 0-59 % = F

CLASS PROGRAM (As necessary, the professor may choose to alter this schedule)

Day 1: Wednesday, January 16, 2002 ° Roll Call & Name Cards

54 ° Review Course Syllabus & Expectations ° Personal Survey

Day 2: Friday, January 18, 2002 ° Topic: Environmental Problems and Society ° Background Reading / Discuss: Bell, ch# 1

Day 3: Wednesday, January 23, 2002 ° Topic: Environmental Sociology ° Background Reading / Discuss: Cable, ch# 1 & 2

Day 4: Friday, January 25, 2002 ° Topic: Consumption & Materialism ° Background Reading / Discuss: Bell, ch# 2

Day 5: Wednesday, January 30, 2002 Research Day #1 This day is provided for you to begin your Social Problem: Environment Report. On this day, you will not report to class. Instead, report to a library of your choice or to a computer for an Internet search. If you use the Internet, consult a reputable source such as U.S. News and World Report to begin looking for appropriate articles about the one main environmental social problem that is your Special Interest.

Day 6: Friday, February 1, 2002 ° Topic: Your Research ° Be prepared to identify your chosen Special Interest. Hand-in to your teacher a brief note with name and subject; and be prepared to state this in class. If you know of a good source for someone’s subject that you won’t be using, you could offer this information in class to help each other.

Day 7: Wednesday, February 6, 2002 ° Topic: Industry ° Background Reading / Discuss: Cable, ch# 3

Day 8: Friday, February 8, 2002 ° Topic:Capitalism & Economic Growth ° Background Reading / Discuss: Cable, ch# 4 & 5 [subject carries over into Day 9]

Day 9: Wednesday, February 13, 2002 ° Topic: Money & Machines ° Background Reading / Discuss: Bell, ch# 3

55 Day 10: Friday, February 15, 2002 ° Topic: Population & Development ° Background Reading / Discuss: Bell, ch# 4 ° Provided: Class time for questions and concerns about your research project.

Day 11: Wednesday, February 20, 2002 Research Day #2 By now you should have your subject finalized and have perhaps found one good lengthy article. Use this day to again visit the library or Internet to attempt to find the remaining 3 related lengthy environmental articles needed for the assignment.

Day 12: Friday, February 22, 2002 ° Topic: Ideology of Environmental Domination & Concern ° Background Reading / Discuss: Bell, ch# 5 & 6

Day 13: Wednesday, February 27, 2002 ° Topic: Human Nature & Nature ° Background Reading / Discuss: Bell, ch# 7

Day 14: Friday, March 1, 2002 ° Topic: Tree Huggers DUE: Bring to class two articles involving trees in discussion of environmental social problems

Day 15: Wednesday, March 6, 2002 ° Topic: Lobbying & Deregulation ° Background Reading / Discuss: Cable, ch# 6 & 7

Day 16: Friday, March 8, 2002 ° MID-TERM over Bell, ch#8

Day 17: Wednesday, March 13, 2002 ° Topic: Your Research DO: Each of you should be prepared to state, in a couple minutes or so, your progress on your research report. This is not to say what you have learned, but rather, to say how you are getting along. Having trouble? Maybe someone knows of some good sources? Maybe you ran across articles that will help a classmate? etc.

Day 18: Friday, March 15, 2002 ° Topic: Day 17, continued

Wednesday, March 20, and Friday, March 22, NO CLASS: Spring Break

Day 19: Wednesday, March 27, 2002 Research Day #3

56 By now you should have located the 4 required lengthy news articles about your one chosen environmental social issue. These must be long enough to provide you with enough information to fulfill the project’s requirements.

Day 20: Friday, March 29, NO CLASS: School Holiday Kirkwood holiday. Relax.

Day 21: Wednesday, April 3, 2002 ° Topic: Environmental Justice ° Background Reading / Discuss: Cable, ch # 8 & 9

Day 22: Friday, April 5, 2002 ° Topic: Environmental Injustice ° Background Reading / Discuss: Environmental Justice Book, ch #1

Day 23: Wednesday, April 10, 2002 ° Topic: Prejudice (Racism & Poverty) ° Background Reading / Discuss: Environmental Justice Book, ch # 2 & 3

Day 24: Friday, April 12, 2002 ° Topic: Native Americans (USA Indigenous) ° Background Reading / Discuss: Environmental Justice Book, ch # 4 & 5

Day 25: Wednesday, April 17, 2002 Research Day #4 This is your final provided research day. By today you should be finalizing your project, meaning the articles are collected and analyzed and an introduction and conclusion are prepared.

Day 26: Friday, April 19, 2002 ° DUE: Your environmental research project. ° DO: Be prepared to talk briefly about your results. All papers are due this day. We will allow three days so you each can make a short presentation in an appropriate form to inform the class about what you learned.

Day 27: Wednesday, April 24, 2002 ° Continue presentations.

Day 28: Friday, April 26, 2002 ° Continue presentations.

Day 29: Wednesday, May 1, 2002 ° Topic: Government & Compensation ° Background Reading / Discuss: Environmental Justice Book, ch # 6 & 7

Day 30: Friday, May 3, 2002

57 ° Topic: Global Policy & Developing Countries ° Background Reading / Discuss: Environmental Justice Book, ch # 8 & 9

Day 31: Wednesday, May 8, 2002 ° Semester Review

Day 32: Friday, May 10 ° FINAL EXAM over Vocabulary [study glossary in back of book authored by Cable]

58 ENVIRONMENTAL SOCIOLOGY: NATURE, CULTURE, POWER

Sociology 347

Zsuzsa Gille The University of Illinois at Urbana-Champaign

COURSE THEME The purpose of this course is to acquaint students with various theoretical approaches to how nature, power and culture are intertwined and with empirical studies that successfully operationalize these three basic categories and their articulation. We will seek answers to the following key questions: ◙ What is the effect of different structures of domination (patriarchy, racism, , and capitalism) on how nature is used, on the nature of environmental problems and on the social construction of nature and environmental problems? ◙ Why is our social scientific apparatus part of the environmental problem? ◙ To what extent have environmentalism and Western ecological discourse become a new form of imperialism? ◙ How do critical social theories, such as Marxist political economy, the Frankfurt School, feminism, subaltern studies and poststructuralism approach these questions? ◙ How does a sociological analysis help us in orienting ourselves in environmental conflicts and in solving environmental problems?

We will read a highly acclaimed environmental history: Carolyn Merchant’s Ecological Revolutions: Nature, Gender and Science in New England. Another book we will read in its entirety is Valerie L. Kuletz’s The Tainted Desert: Environmental and Social Ruin in the American West. We will also read smaller case studies from the highly controversial anthology edited by the most fascinating mind of American environmental history, William Cronon. Central to all three is the relationship between knowledge and unequal access to wealth, natural resources and environmental remedies. The empirical studies were selected to provide students with models of how to operationalize and research the highly abstract categories of nature, culture, and power and how to do so with the aim of social critique. (Many of the readings are compiled in a course pack, available from Notes-n-Quotes. These are marked with (R) in the schedule below.)

COURSE FORMAT • The course is open to advanced undergraduate students and graduate students • The course meets twice a week, and the successful completion of this course requires regular attendance and active participation (attendance will be taken—sleeping students will count as absent). • Instructor will provide short lectures which will be followed or interwoven with discussion

REQUIREMENTS • The average weekly reading will be around 90 pages. Asterisks in the schedule mark the more difficult texts—please make sure you leave enough time for reading and digesting these. • There will be quizzes. • Students will seek out visual, textual and statistical representations of the problems/issues they decide to study—see assignments in capital letters. Students may accomplish these assignments in pairs or teams. • There will be two take-home exams, a midterm and a final. Students will have an opportunity to rewrite midterms if they wish.

59 • Grades are based on class participation, including assignments in capital letters (15%), the quality of quizzes (20%), and the quality of the take-home exams (30% and 35% respectively).

SCHEDULE Introduction August 29 No reading.

Discourses on over-population September 3

Video: The Legacy of Malthus by Deepa Dhanraj. Oley, PA: Bullfrog Films, 1994.

September 5 Commoner, Barry. 1994 (1974). “Poverty and Population.” In Key Concepts in Critical Theory: Ecology, edited by C. Merchant. New Jersey: Humanities Press. 88-95. (R) Daly, Herman. 1994 (1977). “Steady-State Economics.” In Key Concepts in Critical Theory: Ecology, edited by C. Merchant. New Jersey: Humanities Press. 96-106. (R) Mahmood Mamdani. 1972. The Myth of Population Control. New York: The Monthly Review Press. 13-29, 128-163. September 10 Anagnost, Ann. 1995. “A Surfeit of Bodies: Population and the Rationality of the State in Post-Mao China.” In Conceiving the New World Order: The Global Politics of Reproduction, edited by F. D. Ginsburg and R. Rapp. Berkeley: University of California Press. 22-41. (R) *Ellis, Jeffrey C. 1996. “On the Search for a Root Cause: Essentialist Tendencies in Environmental Discourse.” In Uncommon Ground: Rethinking the Human Place in Nature, edited by W. Cronon. New York: Norton. 256-268.

Marxism as political vision—Marxism as a tool of understanding September 12 *Marx, Karl and Friedrich Engels. “Excerpts on Ecology,” edited by H. L. Parsons, In Key Concepts in Critical Theory: Ecology, edited by C. Merchant. New Jersey: Humanities Press. 28-43. (R) Bookchin, Murray. 1994 (1981). “The Concept of Social Ecology.” In Key Concepts in Critical Theory: Ecology, edited by C. Merchant. New Jersey: Humanities Press. 152-162. (R) O’Connor, James. 1994 (1991). “ and Ecology.” In Key Concepts in Critical Theory: Ecology, edited by C. Merchant. New Jersey: Humanities Press. 163-172. (R) BRING EXAMPLES THAT ILLUSTRATE A MARXIAN RELATIONSHIP BETWEEN CAPITALISM AND ENVIRONMENTAL PROBLEMS September 17 *Moore, Donald. 1996. “Marxism, Culture, and Political Ecology: Environmental struggles in Zimbabwe’s Eastern Highlands.” In Liberation : Environment, Development, Social Movements, edited by R. Peet and M. Watts. London: Routledge. 125-147. (R)

60 The Frankfurt School and the ‘Domination of Nature’ paradigm September 19 *Horkheimer, Max and Theodor Adorno. 1994 (1944). “The Concept of Enlightenment.” In Key Concepts in Critical Theory: Ecology, edited by C. Merchant. New Jersey: Humanities Press. 44-50. (R) *Leiss, William. 1994 (1972). “The Domination of Nature.” In Key Concepts in Critical Theory: Ecology, edited by C. Merchant. New Jersey: Humanities Press. 55-64. (R)

BRING EXAMPLES THAT ILLUSTRATE THE “DOMINATION OF NATURE” PARADIGM. September 24 Eckersley, Robyn. 1994 (1992). “The Failed Promise of Critical Theory.” In Key Concepts in Critical Theory: Ecology, edited by C. Merchant. New Jersey: Humanities Press. 65-76. (R)

Patriarchy and ecofeminism September 26 King, Ynestra. 1994 (1981). “Feminism and the Revolt of Nature.” In Key Concepts in Critical Theory: Ecology, edited by C. Merchant. New Jersey: Humanities Press. 198-206. (R) Plumwood, Val. 1994 (1992). “Ecosocial Feminism as a General Theory of Oppression.” In Key Concepts in Critical Theory: Ecology, edited by C. Merchant. New Jersey: Humanities Press. 207-219. (R) Carlassare, Elizabeth. 1994. “Essentialism in Ecofeminist Discourse.” In Key Concepts in Critical Theory: Ecology, edited by C. Merchant. New Jersey: Humanities Press. 220-234. (R) Shiva, Vandana. 1994 (1988). “Development, Ecology, and Women.” In Key Concepts in Critical Theory: Ecology, edited by C. Merchant. New Jersey: Humanities Press. 272-279. (R)

BRING EXAMPLES THAT ILLUSTRATE ANY OF THE CLAIMS MADE BY THESE TEXTS. October 1 Merchant, Carolyn. 1989. Ecological Revolutions: Nature, Gender, and Science in New England. Chapel Hill: University of North Carolina Press. 1-68. October 3 Merchant, Carolyn. 1989. Ecological Revolutions: Nature, Gender, and Science in New England. Chapel Hill: University of North Carolina Press. 69-146. October 8 Merchant, Carolyn. 1989. Ecological Revolutions: Nature, Gender, and Science in New England. Chapel Hill: University of North Carolina Press. 147-231.

October 10 Merchant, Carolyn. 1989. Ecological Revolutions: Nature, Gender, and Science in New England. Chapel Hill: University of North Carolina Press. 232-270

MIDTERM DUE: October 14 noon in 319 LH, hard copies only!

61

Environmental Justice, Environmental Racism October15 Bullard, Robert 1994 (1993). “Environmental Racism and the Environmental Justice Movement.” In Key Concepts in Critical Theory: Ecology, edited by C. Merchant. New Jersey: Humanities Press. 254- 265. (R) Debate on measuring environmental inequality. 1996. Social Science Quarterly. 77(3):477-527. October 17 Di Chiro, Giovanna. 1996. “Nature as Community: The Convergence of Environmental and Social Justice.” In Uncommon Ground: Rethinking the Human Place in Nature, edited by W. Cronon. New York: Norton. 298-320. Guha, Ramachandra. 1994 (1989). “Radical Environmentalism: A Third World Critique.” In Key Concepts in Critical Theory: Ecology, edited by C. Merchant. New Jersey: Humanities Press. 281-289. (R) The uneasy relationship between science and environmentalism October 22 Yearley, Steven. 1997. “Science and environment.” In The International Handbook of Environmental Sociology, edited by M. Redclift and G. Woodgate. Northampton, MA: Edward Elgar. 227-236. (R) Wynne, Brian. 1989. “Building Public Concern into Risk Management.” In Environmental Threats, edited by J. Brown. London: Belhaven Press. 118-132. (R) BRING EXAMPLES OF SCIENTIFIC ENVIRONMENTALISM OR OF SCIENTIFIC DEBATES ON PARTICULAR ENVIRONMENTAL ISSUES. October 24 Goldman, Michael. 2001. The birth of a discipline: Producing authoritative green knowledge, World Bank- style. . 2 (2) 191-218 Read through Album in Cronon pp 439-444. October 29 Valerie L. Kuletz. 1998. The Tainted Desert: Environmental and Social Ruin in the American West. New York: Routledge.3-37. October 31 Valerie L. Kuletz. 1998. The Tainted Desert: Environmental and Social Ruin in the American West. New York: Routledge. 38-119. November 5 Valerie L. Kuletz. 1998. The Tainted Desert: Environmental and Social Ruin in the American West. New York: Routledge. 122-204. November 7 Valerie L. Kuletz. 1998. The Tainted Desert: Environmental and Social Ruin in the American West. New York: Routledge. 205-290.

62 Green imperialism, global and local forms of environmentalism November 12

Grove, Richard. 1990. “The origins of environmentalism.” Nature 345. May 3: 11-14. (R) Merchant, Carolyn. 1996. “Reinventing Eden: Western Culture as a Recovery Narrative.” In Uncommon Ground: Rethinking the Human Place in Nature, edited by W. Cronon. New York: Norton. 132-170. November 14 Dietz, Thomas and Eugene A. Rosa. 2002. “Human Dimensions of Global Environmental Change.” In Handbook of Environmental Sociology, edited by Riley E. Dunlap and William Michelson. Westport, CT: Greenwood Press. 370-406. Shiva, Vandana.1999. “Ecological balance in an era of globalization.” In Global Ethics and Environment, edited by Nicholas Law. New York: Routledge. 47-69. November 19 Guha, Ramachandra. 1993. “The malign encounter: the Chipko movement and competing visions of nature.” In Who Will Save the Forests? Knowledge, Power and Environmental Destruction, edited by Tariq Banuri and Frederique Apffel Marglin. London: Zed Books. 80-113. Gudynas, Eduardo. 1993. “The Fallacy of Ecomessianism: Observations from Latin America.” In Global Ecology: A New Arena of Political Conflict, edited by W. Sachs. London: Zed Books. 170-177. (R) Sachs, Wolfgang. 1993. “Little globalitarian anthology.” In Global Ecology: A New Arena of Political Conflict, edited by W. Sachs. London: Zed Books. 189-191. (R) Rahnema, Majid. 1992. “Participation.” In The Development Dictionary: A Guide to Knowledge as Power, edited by W. Sachs. London: Zed Books. 116-131. (R)

Thanksgiving break

Ideas of Nature in Environmental Struggles December 3

Read through Album in Cronon pp.57-66. Cronon, William. 1996. “Introduction: In Search of Nature.” In Uncommon Ground: Rethinking the Human Place in Nature, edited by W. Cronon. New York: Norton. 23-56. _____. 1996. “The Trouble with Wilderness; or, Getting Back to the Wrong Nature.” In Uncommon Ground: Rethinking the Human Place in Nature, edited by W. Cronon. New York: Norton. 69-90. December 5 Proctor, James D. 1996 “Whose Nature? The Contested Moral Terrain of Ancient Forests.” In Uncommon Ground: Rethinking the Human Place in Nature, edited by W. Cronon. New York: Norton. 269-297. White, Richard. 1996. “‘Are You an Environmentalist or Do you Work for a Living?’: Work and Nature.” In Uncommon Ground: Rethinking the Human Place in Nature, edited by W. Cronon. New York: Norton. 171-185.

63 Cultures of risk and pollution--consuming environmentalism December 10 Douglas, Mary. 1966. Purity and Danger. London: Routledge and Kegan Paul. (Excerpts) (R) Argyrou, Vassos. 1997. “‘Keep Cyprus Clean’: Littering, Pollution, and Otherness.” Cultural Anthropology. 12(2):159-178. (R) BRING PRODUCTS, OBJECTS, ADS, ETC. THAT ILLUSTRATE CONSUMERIST ENVIRONMENTALISM December 12 *Beck, Ulrich. 1992. Risk Society: Towards a New Modernity. London: Sage. (Ch. 1.) (R) Szasz, Andrew. (Forthcoming.) “Inverted Quarantine/Imagined Refuge.” Santa Cruz, CA: Manuscript. (R) Price, Jennifer. 1996. “Looking for Nature at the Mall: A Field Guide to the Nature Company.” In Uncommon Ground: Rethinking the Human Place in Nature, edited by W. Cronon. New York: Norton. 186-204.

FINAL PAPERS DUE: December 19

64 ENVIRONMENTAL MOVEMENTS Sociology 375

Ken Gould St. Lawrence University

From conservation to deep ecology, from back-to-the-landism to environmental justice, from animal rights to Green parties, from labor struggles to preservationists, from indigenous peoples’ struggles to neo-, from the neo-Luddites to the ecological modernizationists, environmental concerns have generated a wide variety of social movements and organizations, both domestically and globally. This seminar course will explore the social origins and impacts of these distinct movements and organizations with an emphasis on their conflicting and converging goals, tactics, strategies, ideologies, and constituencies. We will discuss the extent to which this eclectic assortment of interests and ideologies can be defined as a coherent social movement on regional, national, and transnational levels. Each student’s research will focus on a specific movement, a specific organization within that movement, and the relationship of that movement to the larger array of environment-related efforts to generate socioecological change. As a group, the class will develop, design, implement, and analyze an “environmental action”.

All readings are in the books listed below, or will be made available as photocopied volumes. Photocopied readings are marked with an (X). Recommended (optional) readings are marked with an (R).

Books:

Bari, Judi. 1994. Timber Wars. Common Courage Press: Monroe, ME.

Brulle, Robert J. 2000. Agency, Democracy, and Nature: The U.S. Environmental Movement from a Critical Theory Perspective. MIT Press: Cambridge, MA.

Bullard, Robert. Ed. 1993. Confronting Environmental Racism: Voices from the Grass Roots. South End Press: Boston.

Churchill, Ward. 1993. Struggle for the Land: Indigenous Resistance to Genocide, Ecocide and Expropriation in Contemporary North America. Common Courage Press: Monroe, ME.

Danaher, Kevin, Ed. 2001. Democratizing the Global Economy: The Battle Against the World Bank and the IMF. Common Courage Press: Monroe, ME.

Dowie, Mark. 1995. Losing Ground: American Environmentalism at the Close of the Twentieth Century. MIT Press.

Jasper, James. 1992. The Animal Rights Crusade: The Growth of a Moral Protest. Free Press: Toronto.

Joppke, Christian. 1993. Mobilizing Against Nuclear Energy: A Comparison of Germany and the United States. University of California Press: Berkeley.

Merchant, Carolyn. 1995. Earthcare: Women and the Environment. Routledge: London.

65 Taylor, Bron Raymond. Ed. 1995. Ecological Resistance Movements: The Global Emergence of Radical and Popular Environmentalism. SUNY Press: Albany.

Photocopies:

Lukes, Steven. 1974. Power: A Radical Perspective. Macmillan: London.

Evaluations: Evaluations will be based on attendance and participation, two interrelated 10-12 page papers, performance as discussion leader, one group “action”, and one-page weekly writing assignments.

Attendance, Participation & Weekly Assignments (APW): This is a seminar course built upon your discussions. This requires that you make a commitment to the class to be present and prepared. Being prepared requires that you complete all of the week’s readings prior to our class meetings. I have designed the course structure, but where it takes us, what questions we raise and what answers we consider is largely up to you. Each absence will reduce your final APW grade by .5. Each week you will be required to submit at least one full page of questions and comments on the week’s reading assignment. Your comments and questions should address the key points raised by each reading, and relate those points to your research topic(s). Incisive critiques of the readings are encouraged. These one-page assignments should help you participate in our weekly discussions, as well as with your research papers. Each missed weekly writing assignment will reduce your final APW grade by .5. Attendance, participation and weekly assignments will count for 20% of your final grade.

Papers: This course requires that you write 2 interrelated 10-12 page research papers on a specific “environmental” social movement, a specific group or organization within that movement, and the relationship of that movement to the larger array of environment-related efforts to generate social change. Of primary concern is your ability to synthesize and integrate information from the course readings, films, class discussions, and your own research. Late paper assignments will be downgraded by 1.0 for each day late. Each paper will count for 25% of your final grade.

Discussion leaders: Each week one student will serve as discussion leader. Discussion leaders will be responsible for initiating discussion of the readings. You should review briefly the main points of the readings, ask questions about those points, and provide your own reactions to what you read. Guidelines for discussion leaders appear toward the end of this syllabus. Your performance(s) as discussion leader will count for 10% of your final grade.

Socioenvironmental Action: As one group you will be required to design and implement some form of socioenvironmental action. You must establish issues, goals, tactics and strategy prior to implementation. You will then assess the impacts of that action, its successes and failures, in light of the course readings. Your group action will count for 20% of your final grade.

Films: There are 13 films/videos that will be made available for you to view during the semester as part of our class. These films are NOT optional. We will discuss reactions to the films in class, and you may reference them in your research papers and discussion leader performance. The films are listed in the course schedule, and will be shown on Tuesdays at 9:00am, 11:00am, 2:00pm, 5:00pm, 8:00pm, and 11:00pm. A complete film schedule appears at the end of the syllabus.

We will take a 10-minute break halfway through each class meeting.

66

ENVIRONMENTAL MOVEMENTS COURSE SCHEDULE

WEEK # DAY TOPICS, READINGS, & ASSIGNMENTS .

Week 1) What is a Social Movement? Tues. 9/4) Making social change Film on system: “No Easy Walk” (Thur. 9/6).

Week 2) The Nature of Power Tues. 9/11) The mobilization of bias Readings: Lukes (X) [Read this twice!] Dowie, Introduction & Ch. #1 Film on system: “Narmada Diary” (Thur. 9/13).

Week 3) What is Environmentalism? Tues. 9/18) Religion, politics, and fashion statements Readings: Brulle, Ch’s. # 5-9 Taylor, Introduction and Ch. #2 Brulle, Ch’s. # 1-4 (R) Film on system: “This is What Democracy Looks Like” (Thur. 9/20).

Week 4) Tues. 9/25) NO CLASS MEETING: FILM ON SYSTEM AT 1:15PM Film on system: “Showdown In Seattle”.

Week 5) The Anti-Corporate Globalization Movement Tues. 10/2) An environmentalist, labor and human rights coalition Readings: Danaher, Ch’s. #1-9, 13-15, 19-26 Dowie, Ch. #2 Danaher, Ch’s. #10-12, 16-18 (R) Film on system: “Acts of Defiance” (Thur. 10/4).

Week 6) Native Americans and Indigenous Resistance Tues. 10/9) Land bases, treaty rights, subsistence, and spirituality Readings: Churchill, (pp. 15-142, 403-451) Dowie, Ch. #3 Churchill, (pp. 1-14, 143-402) (R) Film on system: “From Sea to Shining Sea” (Thur. 10/11).

NOTE: The first paper assignment (10-12 pages) on the origins, goals, tactics, and impacts of one specific “environmental” social movement organization and its relationship to the ideology, and constituency of the specific social movement that it is a part of. Due Thursday, October 25th by 5:00pm.

Week 7) Preservation and “Radical” Environmentalism

67 Tues. 10/16) Biocentrism, , and Readings: Bari, pp.8-60, 67--81, 88-94, 103-108, 165-181, 196-217, 251-328 Dowie, Ch’s. # 4-5 Taylor, Ch. #1 Bari, pp.61-66, 82-87, 95-102, 109-164, 182-195, 218- 250 (R) Films on system: “Borderline Cases” (Thur. 10/18).

Week 8) Environmental Justice Struggles Tues. 10/23) No sustainability without peace, no peace without justice Readings: Bullard, Ch’s. # 1-2, 5, 7, 10, 12 Dowie, Ch. #6 Bullard, Ch’s. # 3-4, 6, 8, 9, 11 (R) Film on system: “Butterfly” (Thur. 10/25). Assignment: 1st Paper due in Ken’s mailbox on Thursday, October 25th by 5:00pm

Week 9) Anti-Nuclear Movements Tues. 10/30) Neo-Luddites and technological appropriateness Readings: Joppke, Ch’s. #1, 2, 4, 6, 8 Joppke, Ch’s. #3, 5, 7 (R) Film on system: “Varmints” (Thur. 11/1).

Week 10) Animal Rights Tues. 11/6) Non-human Americans Readings: Jasper Film on system: “Fury for the Sound” (Thur. 11/8).

Week 11) EcoFeminism and Movements Tues. 11/13) Environmentalism as or vs. patriarchy? Readings: Merchant, Introduction, Ch’s. #1, 5-8, Conclusion Merchant, Ch’s. #2-4, 9 (R) Film on system: “Burning Season” (Thur. 11/15).

NOTE: The second paper assignment (10-12 pages) on the relationship of the “environmental” social movement examined in paper #1 to the larger array of environment-related efforts to generate social change is due in Ken’s mailbox on Thursday, December 6th by 5:00pm.

Week 12) Thanksgiving Break (11/20)

Week 13) Southern Movements Tues. 11/27) Environment and development Readings: Taylor, Ch’s. # 3-10 Film on system: “Zapatista” (Thur. 11/29).

Week 14) Regionalism, Globalization, and Environmentalism Tues. 12/4) Diversity and/or factionalism? Readings: Taylor, Ch’s. # 14-18 Danaher, Ch. # 27 & Conclusion Film on system: “Earth and the American Dream” (Thur. 12/6).

68 Assignment: 2nd paper due in Ken’s mailbox on Thursday, December 6th by 5:00pm.

Week 15) The Future of Environmentalism Tues. 12/11) Building a better movement Readings: Brulle, Ch’s. # 10-11 Dowie, Ch’s. #7-8, Epilogue

Guidelines for Discussion Leaders Discussion leaders are responsible for getting us started, but are not responsible for guiding the entire 3- hour class. When running a class discussion, I do not necessarily expect you to have complete command of the material to be discussed, though you will probably want to spend more time than usual in preparation. Your primary goal is to promote interesting class discussion of the material that explores its larger significance to issues of social movement impacts and environmental consciousness. Some time should be devoted to making sure that we all understand the reading, and you may work on this by starting us off with what you perceived to be the main point of the reading, raising questions on points that you didn’t understand or found to be unclear. The following questions may be helpful in organizing your thoughts on the week’s readings.

What did you think were the most important points made in the week’s readings? How did you react to those points? Did you agree or disagree? Why? Did the ideas presented in this weeks readings contradict or complement earlier readings? Can you think of examples from other sources that support or challenge the author’s position?

Feel free to integrate your own research into your remarks. Maps, cartoons, computer-based multi-media, good stories, short videos, photos, role-plays, and any other material you find relevant should also be integrated into your discussion.

Please, no book reports.

Your turn as discussion leader be graded on its own, and will account for 10% of your final grade. Don’t be too nervous. We’ll all be there to help you out if you get “brain-locked”.

69 ENVIRONMENTAL SOCIOLOGY Sociology/Environmental Studies 382

Clare Hinrichs Iowa State University

Course Description and Objectives:

Environmental sociology can be seen as the study of relationships and interactions between society and the environment. It asks how large social structures and organizations, as well as seemingly trivial individual human actions affect what we call “nature” or the “environment.” It also examines how the natural world-- its integrity, as well as its degradation-- influences the way societies are organized, the distribution of power and advantage, and the meanings people assign to their experiences.

Because environmental sociology is an inherently interdisciplinary field, we will read work not only by sociologists, but also by biologists, historians, philosophers and activists among others. Your expertise and interest in an array of contemporary environmental concerns will be valuable in drawing out the implications of course materials. However, we seek to do more than simply catalog the depressingly familiar list of “environmental issues.” At its heart, this is a sociology course. Our exploration of environmental problems and proposed solutions will be organized by various concepts and concerns from the discipline of sociology. How do questions of , power, community and knowledge figure in environmental outcomes, at the local, as well as the global level? To engage with such questions, some background in the social sciences will be extremely useful.

It is my hope that this course will help you 1) to understand the origins and implications of different ideas about “nature” and about the boundaries between humans and the environment; 2) to identify and critically evaluate different social causes and consequences of both local and global environmental problems, as well as potential solutions; 3) to gain hands-on knowledge of the opportunities and challenges for sustainability at a large, complex (ISU) and 4) to develop and articulate your own distinctive environmental vision.

Course Texts:

Two required books are available at the University Book Store and the Campus Book Store:

• Brown, Phil and Edwin J. Mikkelsen. 1997. No Safe Place. Berkeley: University of California Press. (book store)

• Ryan, John C., and Allen Thein Durning. 1997. Stuff: The Secret Lives of Everyday Things. Seattle: Northwest Environment Watch. NEW Report No. 4. (book store)

All other class readings are available through e-reserve at Parks Library or via the WWW, as indicated below on the course schedule:

The following text is on reserve at Parks Library:

• Creighton, Sarah Hammond. 1998. Greening the Ivory Tower: Improving the Environmental Track Record of Universities, Colleges and Other Institutions. Cambridge, Massachusetts: MIT Press.

70 Course Format and Approach

This course centers on reading, writing and discussion. The format will include short lectures, video presentations, guest speakers, small group activities and lots of class discussion. In lectures, I will elaborate key issues, present background and related material, and pose questions to guide our discussions. However, my lectures cannot provide a substitute for your completing the readings. The reading load varies through the semester, so you will need to pay attention to when the load lightens and take advantage of the opportunity to read ahead. In this class, keeping up with the reading is essential if you are to participate actively in class and maximize your learning.

Keeping up with the reading, however, is not enough. Throughout the course, we will work to develop a critical perspective. This simply means asking questions of the course material, rather than taking for granted what is printed on the page or shown in a video. What is being said or not said beneath the surface? Is there adequate evidence for the position being taken? If the general argument is persuasive, does it also apply to other times in history or other societies? How do ideas from readings early in the course help us interpret later readings?

I see writing as integral to critical thought and to the learning process, rather than a stand-alone technical skill. To foster learning through writing, the course provides different opportunities for writing. We will engage in informal, ungraded in-class writing that on some occasions you will share with classmates or submit to me. One goal of such informal writing is to help you formulate questions and observations you might share in class discussion. Another is simply to practice writing critically and analytically in an unpressured, low-stakes setting. We will also have more formal writing assignments, that you will submit for a grade.

Course Expectations

Formal writing assignments:

1. Critique/commentary on two Websites reporting on the 2002 Johannesburg World Summit on Sustainable Development (about 2-2 1/2 pages). 2. A reflective essay (3 1/2-4 pages) on the sociological basis of your own environmental experiences and interests. (Both a first draft and a final draft will be submitted.) 3. A collaborative group research project, conducting an “environmental assessment” of some aspect of Iowa State University’s facility or operations. (This will involve a class presentation by your group and a collaborative paper.)

Examinations:

1. An in-class mid-term exam, objective and essay questions. 2. A final exam, objective and essay questions.

Class participation and involvement:

Participation is fundamental in this course and counts toward your final grade. Beyond regular attendance of class, which is required, I expect you to engage actively and constructively with the content of the course. Your completion of any class exercises or activities will also inform my assessment of your participation.

71 In class discussions, I am not so interested in how often or how loudly you speak, but rather in the sorts of questions you formulate and share, the thoughtfulness of your comments and critiques, and signs that you are working to integrate the course material. I recognize that people may experience the environment and frame their own environmentalism in diverse ways. I also appreciate that, for some, it may sometimes be daunting to speak up in class. For these reasons, I expect all of us to work hard to create a class atmosphere of mutual trust and respect, so that everybody’s perspectives and concerns can be comfortably expressed and constructively debated.

I urge you to come see me at least once outside of class during the semester. Certainly you have a responsibility to let me know when you’re having difficulties with the course; I can only help if I’m well informed. I also welcome visits from students who want more information, have more information or have another viewpoint they feel the course should address. I check both voice-mail and e-mail regularly. Finally, I encourage students with verified disabilities to contact me as soon as possible to arrange reasonable accommodations to assist them in successfully completing any requirements of the course.

Student Evaluation

Your grade for this course will be based on 400 possible points distributed as follows:

• World summit assessment 30 • Draft of reflective essay 20 • Final reflective essay 40 • Midterm exam 90 • Final exam 90 • Collaborative research project* 100 • Class participation 20 • Student learning self-assessment 10

(* The collaborative research project includes 25 points for the group presentation to the class and 50 points for the collaborative written report. All members of groups will receive the same points for these two products. The remaining 25 points are individually allocated, based on the combined evaluations by other members of your group regarding your role in and contribution to the overall project.)

72 Final course grades will be assigned based on the following scale:

Point range Grade assigned 372-400 A 360-371 A- 348-359 B+ 332-347 B 320-331 B- 308-319 C+ 292-307 C 280-291 C- 265-279 D+ 240-264 D 239 and below F

Class policies

• Discussion of issues and concepts is always welcome. Feel free to ask questions, make comments (on the topic, please!) and raise points at any time. • Class participation is necessary for this class to be successful. Failure to attend will negatively affect your grade. • You are responsible for all information given out in class. Failure to obtain information or receive announcements in class is no excuse for missing assignments or for turning asssignments in late. • Cheating on exams or assignments is simply wrong, will not be tolerated, and will be seriously penalized (F on the assignment, possible F in the course). • Plagiarism is also a form of cheating that will not be tolerated in this course. If you are uncertain about whether certain uses of print or electronic content could be considered plagiarism, please ask me. You can also look at the ISU Student Handbook: . • Sociology Code of Ethics for Human Relations: The Department of Sociology is committed to providing a professional and educational environment that is free of discrimination and harassment. The department’s Code of Ethics for Human Relations and the Procedures for Filing Complaints of Discrimination or Harassment are posted on the bulletin boards on all five floors of East Hall.

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COURSE SCHEDULE

The Promise and Terrain of Environmental Sociology

August 27) Introduction to the course and some beginning concepts (no readings).

August 29) Mills, C. Wright. 1996. “The Promise.” Pp. 1-7 in Mapping the Social Landscape, edited by S. J. Ferguson. Mountain View, CA: Mayfield.

Leopold, Aldo. 1968 (1949). A Sand County Almanac. Oxford: Oxford University Press. Pp. 201-226 [“The Land Ethic”].

The 2002 World Summit for Sustainable Development: Johannesburg, South Africa

73

September 3) Runyan, Curtis and Magnar Norderhaug, “The Path to Johannesburg: Timeline.” Download PDF version at:

September 5) Gardner, Gary. “From Rio to Johannesburg: Growing Awareness, Sluggish Response.” View at:

In Our Own Backyard: Universities as Sites for Sustainability

September 10) Orr, David. 1992. Ecological Literacy. Albany: SUNY Press. Pp. 23-40 [“The Liberal Arts, the Campus, and the : An Alternative to Bloom’s Vision of Education.”].

Creighton, Appendix A: The Talloires Declaration

September 12) Creighton, Ch. 1-2 (Scan this book now. It will be an extremely useful resource as you get into the group research project.)

Note: This will be an extremely critical class meeting! You will receive guidelines for the collaborative group research project assessing some particular aspect of Iowa State University’s impact on the environment. We will also form groups and determine their different areas of focus for the project.

Conceptual Frameworks for Environmental Sociology

September 17) Harper, Charles L. 2001. Environment and Society. Upper Saddle River, NJ: Prentice- Hall. Pp. 32-77 [Ch. 2: “Human Systems, Environment and Social Science”].

September 19) Humphrey, Craig R., Lewis, Tammy L., and Buttel, Frederick H. 2002. Environment, Energy and Society: A New Synthesis. Belmont, CA: Wadsworth. Pp. 34-68 [“Social Theory and the Environment].

Ideas of Nature, Environment, Wilderness

September 24) Botkin, Daniel. 1990. Discordant Harmonies: A New Ecology for the 21st Century. Oxford: Oxford University Press. Pp. 3-13 [“A View from a Marsh: Myths and Facts about Nature”].

September 26) Cronon, William. 1995. “The Trouble with Wilderness.” Magazine. August 13. Pp. 42-43.

Klein, David R. 1994. “Wilderness: A Western Concept Alien to Cultures.” Originally appeared in Information North, Vol. 20 #3, published by the Arctic Institute of North America. View at:

Barclay, Winston. 1993. “Iowa’s Vanished Wilderness: Lessons for the World.” Pp. 93- 96 in Seed Savers 1993 Harvest Edition. Decorah, Iowa: Seed Savers Exchange.

Summit analysis due.

A Case of Toxic Contamination and Community Response

74

October 1) Video: Listening to America with Bill Moyers: Politics, People and Pollution.

October 3) Brown and Mikkelson, No Safe Place, pp. 1-124.

October 8) Brown and Mikkelson, No Safe Place, pp. 125-199.

Some Central Causes of Environmental Degradation: Production, Technology, Consumption

October 10) Mid-term exam in class.

October 15) Bell, Michael. 1998. An Invitation to Environmental Sociology. Thousand Oaks, CA: Pine Forge. Pp. 65-101. [Ch. 3: Money and Machines]

Research group progress reports due.

October 17) Tenner, Edward. 1996. Why Things Bite Back: Technology and the Revenge of Unintended Consequences. New York: Alfred A. Knopf. Pp. 3-25. [“Ever Since Frankenstein”]

October 22) Ryan and Durning, Stuff: The Secret Lives of Everyday Things, pp. 4-77.

October 24) Video: Affluenza.

Environmental Movement(s)

October 29) Dunlap, Riley E. and Angela Mertig. 1992. “The Evolution of the U.S. Environmental Movement from 1970-1990: An Overview.” Pp. 1-10 in American Environmentalism, edited by R. E. Dunlap and A. G. Mertig. Washington, DC: Taylor and Francis..

Mitchell, Robert Cameron; Mertig, Angela; and Riley E. Dunlap. 1992. “Twenty Years of Environmental Mobilization: Trends among National Environmental Organizations.” Pp. 11-26 in American Environmentalism edited by R. E. Dunlap and A. G. Mertig. Washington, DC: Taylor and Francis.

October 31) Reflective essay writers’ workshop. Bring two copies of your first draft of the reflective essay to class.

November 5) Bullard, Robert. 1993. “Anatomy of Environmental Racism and the Environmental Justice Movement,” pp. 15-39 in Confronting Environmental Racism: Voices from the Grassroots, edited by R. Bullard. Boston: South End.

Kiefer, Chris and Benjamin, Medea. 1993. “Solidarity with the Third World: Building an International Environmental Justice Movement,” pp. 226-236 in Toxic Struggles: The Theory and Practice of Environmental Justice, edited by R. Hofrichter. Philadelphia: New Society

November 7) Guest speakers on local environmental action. Final reflective essay due in class.

November 12) Video: Borderline Cases: Environmental Matters at the U.S.-Mexico Border.

75

The Environmental State of Iowa State University: What Have We Learned?

November 14) Final Group ISU Assessment Presentations (three groups and discussion).

November 19) Final Group ISU Assessment Presentations (three groups and discussion)

November 21) Final Group ISU Assessment Presentations (three groups and discussion)

THANKSGIVING BREAK!!!

December 3) Summary, evaluation and integration of assessment projects

Local Places, Regional Contexts, Global Debates

December 5) Barham, Elizabeth. 2001. “Ecological Boundaries as Community Boundaries: The Politics of Watershed.” Society and Natural Resources 14: 181-191.

Final collaborative papers on ISU assessment due December 6th 4 PM, in my mailbox, 107 East Hall.

December 10) Roberts, J. Timmons. 2001. “Global Inequality and Climate Change.” Society and Natural Resources 14:501-509. Conclusion

December 12) Video clip: Escape from Affluenza. Course summary, review and conclusions.

76 READINGS IN ENVIRONMENTAL GOVERNANCE /Sociology 541

Christine Overdevest University of Wisconsin--Madison

Introduction:

This course is an intermediate introduction to environmental sociology. The course will be of particular interest to students interested in exploring contrasting institutional approaches to environmental governance -- i.e., social attempts to resolve environmental degradation and improvement problems – in advanced capitalist economies. The governance institutions considered will include individuals/consumers, firms, states, social movements, media, and international regimes. As such, this semester this course does not focus on individual-level issues of natural resource and social behavior, as described in the course catalogue, but on organized and collective responses to environmental problems more generally. We will start out with a review of major theoretical perspectives in environmental sociology and then turn to questions of environmental governance.

Required Texts (available at the Rainbow Bookstore Cooperative, at 426 Gilman St.):

Required texts include a recent compendium of exemplary works in the field of environmental sociology and two recent books on environmental governance, one focusing on NGO activism and the other firm- level governance:

Humphrey, Craig, Lewis, Tammy, and Buttel, Frederick. 2003. Environment, Energy and Society. Exemplary Works. Belmont, CA: Thomson Wadsworth Press.

Note: In the remainder of this syllabus, this book will be referred to in short-hand as “Exemplary Works”

Keck, M.E. and K. Sikkink. 1998. Activists Beyond Borders: Advocacy Networks in International Politics. Ithaca: Cornell University Press.

Coglianese, C. and J. Nash. 2001. Regulating from the Inside: Can Environmental Management Systems Achieve Policy Goals? Washington, DC: Resources for the Future.

All Additional Required Readings are in a Course Packet Available from: Social Science Copy Center, 6th Floor Social Science Building.

Course Requirements: Identification of Terms from Readings (30 %) *Students will select 3 terms from each assigned reading and define the term and its significance in 3-5 sentences. Identifications must be e-mailed before each class. Late submissions will not earn any credit. Four Quizzes (identification of terms from readings and short essays) (60 %) Class Presentations/Participation in Discussions (10 %) *Once in the semester, each student will give a brief summary of the readings at the start of class (10 -15 minutes max.).

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Readings

Week 1 Course Briefing, Introduction to Environmental Sociology

1/21 Course Briefing, no assigned readings

1/23 Exemplary Works: Introduction pp. 1-17

Dunlap, Riley E. “The Evolution of Environmental Sociology: A Brief History and Assessment of the American Experience.” In M. Redclift and G. Woodgate (eds). International Handbook of Environmental Sociology. London: Edward Elgar.

Week 2 Introduction to Environmental Sociology (cont.)

1/28 Exemplary Works: Social Theory and Environment pp. 73-82.

Exemplary Works: The Crisis of the Earth. . only pp.120-136.

1/30 Exemplary Works: Struggling with Human Exemptionalism: The Rise, Decline and Revitalization of Environmental Sociology. Riley E. Dunlap and William R. Catton, Jr. 97-119.

Exemplary Works: Social Institutions and Environmental Change. Frederick Buttel. pp. 83-96.

Week 3. Perspectives on the Social Bases of Environmental Problems and Improvement

2/4 Hardin, Garett. 1968. The Tragedy of the Commons. Science. 162(13):1234-48.

Simon, Julian. 1998. II. Princeton: Princeton University Press. Chapters 1-4.

2/6 Ostrom, Elinor. 1990. Governing the Commons: The Evolution of Institutions for Collective Action. New York: Cambridge University Press. Chapter 1 Reflections on the Commons Pp. 1-28.

Week 4. Optimistic vs. Pessimistic Theories in Debate?: Treadmill of Production vs. Ecological Modernisation

2/11 Schnaiberg, Allan and Kenneth Alan Gould. 1994. Economic Organizations in the Treadmill of Production: How and Why They Create Environmental Disruptions (Chapter 3). In Environment and Society: the Enduring Conflict. New York. St. Martin’s Press. Pp. 45-69

2/13 Spaargaren, Gert and Arthur P.J. Mol. 1992. Sociology, Environment, and Modernity: as a Theory of Social Change. Society and Natural Resources. 5:323-344.

78 Mol, Arthur P.J. and Gert Spaargaren. 2000. Ecological Modernization Theory in Debate: a Review. In Ecological Modernisation Around the World: Perspectives and Critical Debates. A.P.J. Mol and D.A. Sonnenfeld (Eds). Essex: Frank Cass & Co. Ltd.

Week 5. Institutions and Governance: Worldviews, Social Movements, and Consumers

2/18 ****Tuesday, Feb 18th Quiz # 1*****

2/20 Dunlap, R.E. The “New Environmental Paradigm” Journal of Environmental Education. 9(Summer):10-19.

Mertig AG, and R.E. Dunlap. 2001. Environmentalism, , and the new class: A cross-national investigation. Rural Sociology 66 (1): 113-136 MAR 2001

Week 6. Institutions and Governance: Consumers, Social Movements and the Media

2/25 Schnaiberg, Allan and Kenneth Alan Gould. What Can I Do about Environmental Problems? (Chapter 6) In Environment and Society: the Enduring Conflict. New York. St. Martin’s Press. Pp. 117-142.

Exemplary Works: A New Mass Issue is Born. Andrew Szasz. pp. 280-310.

2/27 Exemplary Works: Global Environmental Change in the News: 1987 – 1990 Versus 1992-1996. Allan Mazur. pp. 262-272

Downs, A. 1998. Up and Down with Ecology: The “Issue Attention Cycle” pp. 100- 112. In Political Theory and Public Choice. Northampton, Edward Elgar.

Week 7. Institutions and Governance: Industry-Level and Firm-Level Self-Governance -- Regulating from the Inside

3/4 Gunnigham, Neil, and Rees Joseph. 1997. Industry Self-Regulation: An Institutional Perspective. Law & Policy. 19(4):361-414

Exemplary Works: Ecological Modernization: Industrial Transformations and Environmental Reform. Mol, A.P.J. 401-411.

3/6 Ashford. Nicholas A. 2002. Government and Environmental Innovation in Europe and North America. American Behavioral Scientist. 45(9):1417-1434

Coglianese, C. and J. Nash. 2001. (Eds). Regulating from the Inside: Can Environmental Management Systems Achieve Policy Goals. Chapter 1 pp. 1-26.

Week 8. Institutions and Governance: Firms – Regulating from the Inside (cont.)

79 3/11 Coglianese, C. and J. Nash. 2001. (Eds). Regulating from the Inside: Can Environmental Management Systems Achieve Policy Goals. Chapter 2, 3, 4 pp. 27-104.

3/13 Coglianese, C. and J. Nash. 2001. (Eds). Regulating from the Inside: Can Environmental Management Systems Achieve Policy Goals. Chapter 6, 8, 10.

March 15-23 Spring Break

Week 9. Governance Institutions: The Environmental State

3/25 ****Tuesday March 25 Quiz # 2****

3/27 Mol, A.P.J. and F.H. Buttel. 2002. The Environmental State Under Pressure. In Mol and Buttel (Eds.). The Environmental State Under Pressure. Elsevier.

Exemplary Works: Schnaiberg, Allan, Adam Weinberg, and David N. Pellow. 2002. The Treadmill of Production and the Environmental State. In Mol and Buttel (Eds). The Environmental State Under Pressure. Elsevier. pp. 412-426.

Speir, J. 2001. EMSs and Tiered Regulation: Getting the Deal Right. In Regulating from the Inside. pp. 181-198.

Week 10. Institutions and Governance: Local, Participatory Approaches

4/1 Sabel, Charles, Archon Fung, and Bradley Kakkainen. 1999. Beyond Backyard Environmentalism: How Communities Are Quietly Refashioning Environmental Regulation. Boston Review. Available Online: Http://bostonreview.mit.edu/br24.5/sabel.html

4/3 Short Responses to Sabel et al. (1999):

Lowi, Theordore J. 1999. Frontyard Propaganda. (7 Pages) Available Online: Http://bostonreview.mit.edu/ndf.html#ecodemocracy

Farber, Daniel A. 1999. Models of Reinvention (5 Pages) Available Online: Http://bostonreview.mit.edu/ndf.html#ecodemocracy

Susskind, Lawrence. 1999. Building Consensus (6 Pages) Available Online: Http://bostonreview.mit.edu/ndf.html#ecodemocracy

Sunstein, Cass R. 1999. Consequences? (8 Pages) Available Online: Http://bostonreview.mit.edu/ndf.html#ecodemocracy

Week 11. Governance Institutions and Science, Modernity, and Risk

4/8 Beck, Ulrich. 1999. World Risk Society. Cambridge: Polity Press. Chapters 1,3, 5-7.

4/10 Anthony Giddens. 1994. Risk, Trust, Reflexivity. In , Anthony Giddens, Scott Lask (Eds). : Politics, Tradition and Aesthetics in Modern Social Order. Stanford: Stanford University Press. Pages 184-197.

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Steven Yearly 1992. Green Ambivalence about Science: Legal-Rational Authority and the Scientific Legitimation of a Social Movement. British Journal of Sociology 43(4), December. Pages 511-532.

Week 12. Governance Institutions: Information- and Innovation-forcing Strategies

4/15 Fung, Archon and Dara O’Rourke. 2000. Reinventing Environmental Regulation >From the Grassroots Up: Explaining and Expanding the Success of the Toxics Release Inventory. Environmental Management: 25(2)115-127.

Banks, R. Darryl, and George, R. Heaton, Jr. 1995. An Innovation-Driven Environmental Policy. Issues in Science and Technology 12(1):43-51.

4/17 Coglianese, C. and J. Nash. 2001. (Eds). Regulating from the Inside: Can Environmental Management Systems Achieve Policy Goals. Chapter 7 pp. 146-180.

Week 13. International Institutions, Trade, and Governance

4/22 ****Thursday April 24 Quiz # 3***

4/24 Exemplary Works: Promoting Big Business at Rio. Chatterjee, Pratap and Matthias Finger. pp. 353-360

Sanchez, Roberto, A. 2002. Governance, Trade and the Environment in the Context of NAFTA. American Behavior Scientist. 45(9):1369-1393.

Coglianese, C. and J. Nash. 2001. (Eds). Regulating from the Inside: Can Environmental Management Systems Achieve Policy Goals. Panayotou, Theodore. Environmental Management Systems and the Global Economy. pp. 105-122.

Week 14 -- International Institutions and Governance: Transnational NGOs

4/29 Keck, Margaret E. and Kathryn Sikkink. 1998. Activists Beyond Borders. Ithaca: Cornell University Press. Chapters 1,2

5/1 Keck, Margaret E. and Kathryn Sikkink. 1998. Activists Beyond Borders. Ithaca: Cornell University Press. Chapters 4,6.

Week 15 Challenges of Governance for Environmental Democracy

5/6 Jasanoff, Sheila. 1996. The Dilemma of Environmental Democracy. Issues in Science and Technology 13(1):63-70.

Faber, Daniel. 1998. The Political Ecology of American Capitalism: New Challenges for the Environmental Justice Movement. In the Struggle for Ecological Democracy: Environmental Justice Movements in the United States. Guilford Press: New York.

5/8 --- May 8 Final Quiz; Last Day of Class ----

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82 POPULATION, ENVIRONMENT, AND SUSTAINABILITY Natural Resources 5480

Blake D. Ratner University of Minnesota--St. Paul Campus

Course Description:

This course examines contemporary debates over the relationships among population growth, environmental change and development. Scientists agree that the human population is transforming the ecosystems of our planet at a historic pace, and that this environmental change in turn threatens human welfare in myriad dimensions. But the importance of population growth, and its interaction with other social, economic, and political dynamics underlying environmental change are matters of intense dispute.

Because knowledge about the relationship between population and sustainability is fragmented among many specialized disciplines, each with its own piece of the puzzle and its particular conceptualization of the issues, public debates and policies often work at cross purposes or are counter-productive. In this class, we address this problem by bringing together scholars from the social sciences and natural sciences to critically evaluate the varied perspectives and to make possible a more integrated and multifaceted understanding of population growth, environmental change and sustainability. Our primary, though not exclusive, focus is on causes and consequences of environmental change for rural communities in poor countries of the “Third World” whose livelihoods depend directly on the natural resource base.

Following an introduction to the population-environment-development debate, we will examine in Part I of the course current trends in population and theories about population change, relating contemporary debates to historical views of population. In Part II, we assess alternative perspectives relating population dynamics to social and environmental change. We examine the application of the ecologist’s concept of carrying capacity to humans, as well as social science perspectives on the role of technology, institutions, and power relations in determining resource use patterns. Part III of the course focuses on responses to the challenges of population, environment, and development as represented in the debate over ‘sustainability.’

The course culminates with a student-led synthesis forum that offers a chance to integrate students’ research on case studies and reveal overarching conclusions on the themes of the course.

Course Objectives

• To critically evaluate alternative perspectives on the relationships among human population, environmental change, and development. • To appreciate the value of an interdisciplinary approach to analyzing these relationships, and to demonstrate this value in the contributions and interactions among faculty and students in the course. • To draw informed conclusions on the role of public policy in moving toward social and ecological sustainability.

Course Format

The class meets each Thursday for an extended session (2.5 hours), providing an opportunity for in-depth discussion. Most class sessions will include one or two guest faculty, who will make a presentation of up to 45 minutes on the week’s topic and participate in a structured discussion that integrates student

83 presentations on readings for the week. Each session will include a break to allow participants to reflect and refocus.

Course Expectations and Requirements

This will be a highly interactive course, emphasizing discussion, small-group, and other classroom participation activities. It is therefore essential that you prepare for each class meeting by reading the required material and making your own notes summarizing the main arguments contained in the readings to ready you for classroom interaction.

Your final grade will be based on the following:

Class participation 10% Presentations on selected readings 10% Mid-term in-class essay test (March 14) 30% Integrative essay (April 18) 15% Contributions to team research paper 35%

Your class participation will be judged on the effectiveness of your contribution to a productive dialogue, evidenced by demonstrating your familiarity with the assigned readings, sharing your own critical reflections, and listening and responding to the comments of your peers. Because these are complex issues that often touch on strongly held beliefs, it is imperative we maintain an attitude of cooperation, constructive criticism and politeness in our dealings with other seminar participants.

The team research paper will be developed collaboratively as you are given structured opportunities in class to identify topics, form a team, and present and review research progress at several in-class Research Workshops. You will also be required to do research outside of class that may involve library research, interviews, and other forms of data collection. You will be graded separately on specific contributions to the team research paper. These contributions will be defined and scheduled as negotiated with the team, requiring the agreement of the instructor.

Required texts

Brown, Lester, Gary Gardner and Brian Halweil. 1999. Beyond Malthus: Nineteen Dimensions of the Population Problem. Washington, DC: Worldwatch Institute.

Homer-Dixon, Thomas F. 1999. Environment, Scarcity, and Violence. Princeton, N.J. : Princeton University Press.

Population Reference Bureau. 2001. 2001 Population Data Sheet (booklet edition).

Ratner. NRES 5480-001 Course Packet. Available at the St. Paul campus bookstore.

84 Class Schedule and Reading Assignments

Introduction

Week 1. (Jan 24): Course Expectations, Overview

Week 2 (Jan 31): Beginning points in the debate: Neo-Malthusianism vs. Economic Growth Optimism (Guests: David Paxson, Balance; Peter Jordan, Fisheries, Wildlife & )

Tierney, John. 1990. Betting the planet. New York Times Magazine, 12/2/90.

Brown, Lester, Gary Gardner and Brian Halweil. 1999. Beyond Malthus: Nineteen Dimensions of the Population Problem. Washington, DC: Worldwatch Institute. Chapters 1-4, 6, 8- 12, 14-16, 18, 21.

Population Reference Bureau. 2001. 2001 Population Data Sheet (booklet edition).

Part I. Theories about Population Change

Week 3. (Feb 7): History of Population “Problems” (Guest: David Faust, Geography)

Ross, Eric B. 1998. Introduction. Pages 1-7 in The Malthus factor: poverty, politics and population in capitalist development. London & New York: Zed Books.

Homer-Dixon, Thomas F. 1999. Environment, Scarcity, and Violence. Princeton, N.J. : Princeton University Press. Chapter 3.

Ashford, Lori S. 1995. “New Perspectives on Population: Lessons from Cairo.” Population Bulletin, Vol. 50, No. 1. Washington, DC: Population Reference Bureau.

Week 4. (Feb 14): Perspectives on Demographic Change: Causes and Responses (Guests invited: Helga Leitner, Geography; Ragui Assad, Humphrey Institute)

Bledsoe, Caroline. 1994. ‘Children are like young bamboo trees’: Potentiality and Reproduction in Sub-Saharan Africa. Pages 105-138 in Kerstin Lindahl-Kiessling and Hans Landberg, eds., Population, Economic Development, and the Environment. New York: Oxford University Press.

Bengtsson, Tommy and Christer Gunnarsson. 1994. Population, Development, and Institutional Change: Summary and Analysis. Pages 1-23 in Kerstin Lindahl-Kiessling and Hans Landberg, eds., Population, Economic Development, and the Environment. New York: Oxford University Press.

Sen, A. 1994. Population and reasoned agency: Food, fertility, and economic development. Pages 51-78 in Kerstin Lindahl-Kiessling and Hans Landberg, eds., Population, Economic Development, and the Environment. New York: Oxford University Press.

85 Bok, Sissela. 1994. Population ethics: Expanding the moral space. Pages 15-26 in G. Sen, and L. Chen editors. Population policies reconsidered: Health, empowerment and rights. Press, Cambridge, Massachusetts.

Part II. Relating Population Dynamics to Social and Environmental Change

Week 5. (Feb 21): Carrying Capacity and Ecosystem Services (Guest: Bill Cunningham, Genetics, /Dev)

United Nations Population Fund. State of World Population 2001: Footprints and Milestones: Population and Environmental Change. Chapter 1, Overview, available online at: http://www.unfpa.org/swp/swpmain.htm

World Resources Institute. 2000. World Resources 2000-2001: People and Ecosystems: The Fraying Web of Life. Washington, DC: World Resources Institute. Full summary, available online at www.wri.org/wr2000/pdf.html

Arrow, Kenneth, et al. 1995. Economic Growth, Carrying Capacity, and the Environment. Science. Vol. 268 (April 28) pages 520-21.

Note: Dr. B. Meredith Burke, a distinguished demographer from California, lectures on population stabilization at 7:00 PM on February 25th at the Macalester Campus Center. Register online for the event at: http://worldpopulationbalance.org/about/lecture.html.

Week 6. (Feb 28): Social Organization of Resource Use: The Role of Affluence, Technology, and Institutions (Guests invited: Stephen Polasky, Applied Economics; Anne Kapusckinski, Fisheries, Wildlife, and Conservation Biology)

Arizpe, Lourdes and Margarita Velásquez. 1994. The Social Dimensions of Population. Pages 15- 40 in Lourdes Arizpe, M. Priscilla Stone and David C. Major, eds. Population and the Environment: Rethinking the Debate. Boulder, CO: Westview Press.

Brown, Lester, Gary Gardner and Brian Halweil. 1999. Beyond Malthus: Nineteen Dimensions of the Population Problem. Washington, DC: Worldwatch Institute. Chapters 5, 7, 13, 17, 19, 20.

Johnson, D. Gale. March 2000. “Population, Food, and Knowledge,” American Economic Review 90(1): 1-14.

Note: Calculate your own and make country comparisons: http://www.ecologicalfootprint.org

Week 7. (March 7): and Agricultural Sustainability (Guests: Vernon Cardwell, Agronomy; Jen Blecha, Geography)

Vitousek, P., H. A. Mooney, J. Lubchenco, and J. Melillo. 1997. Human Domination of Earth’s Ecosystems. Science 277 (25 July): 494-499.

86 Ruttan, Vernon W. 1999. The Transition to Agricultural Sustainability. Proceedings of the National Academy of Science USA. Vol. 96, pages 5960-5967.

Additional reading TBA.

Week 8. (March 14): In-class Mid-term essay test.

(March 21: No class - Spring Break)

Week 9. (March 28): In-class Team Research Workshop I.

Week 10. (April 4): Social Analysis of Resource Scarcity and Livelihood Insecurity

Murphy, Raymond. 1994. Environmental Classes and Environmental Conflict. Pages 163 – 173 in Rationality and Nature: A Sociological Inquiry into a Changing Relationship. Boulder, CO: Westview.

McCay, Bonnie J. and Svein Jentoft. 1998. Market or Community Failure? Critical Perspectives on Common Research. Human Organization, Vol. 57, No. 1, pages 21-29.

Homer-Dixon, Thomas F. 1999. Environment, Scarcity, and Violence. Princeton, N.J. : Princeton University Press. Pages 3-27, 47-52.

Week 11. (April 11): Environmental Resource Conflict (Guest: Les Everett, Water Resources Center)

Homer-Dixon, Thomas F. 1999. Environment, Scarcity, and Violence. Princeton, N.J. : Princeton University Press. Pages 73-103, 107-126, 133-168, 177-182.

** Integrative take-home essay questions distributed in class.**

Part III. The Search for Sustainability

Week 12. (April 18): Sustainability and Livelihood Security (Guest: Terry Gipps, Alliance for Sustainability)

** Integrative essay due in class.**

Lele, S. M. (1991) “Sustainable Development: A Critical Review,” World Development 19(6): 607-621.

Serageldin, Ismail and Andrew Steer, eds. 1994. Making Development Sustainable: From Concepts to Action. Environmentally Sustainable Development Occasional Paper Series No. 2. Washington, DC: World Bank. Pages 7-16: “The Sociologist’s Approach to Sustainable Development” (Cernea), “The Ecologist’s Approach to Sustainable Development” (Rees), “The Economist’s Approach to Sustainable Development” (Munasinghe).

87 Sachs, Wolfgang. “Sustainable Development: On the Political Anatomy of an Oxymoron” in Wolfang Sachs. 1999. Planet Dialectics: Explorations in Environment and Development. New York: Zed Books. pages 71-89.

Arizpe, Lourdes, M. Priscilla Stone and David C. Major. Conclusions: Rethinking the Population-Environment Debate. Pages 339-348 in Lourdes Arizpe, M. Priscilla Stone and David C. Major, eds. Population and the Environment: Rethinking the Debate. Boulder, CO: Westview Press.

Week 13. (April 25): In-class Team Research Workshop II

Week 14. (May 2): In-class Team Research Workshop III

Week 15. (May 9): Synthesis Forum

**Final team research papers due in class.**

INSTITUTE FOR SOCIAL, ECONOMIC & ECOLOGICAL SUSTAINABILITY

This course is co-sponsored by the College of Natural Resources, the Department of Fisheries, Wildlife, and Conservation Biology, and the Institute for Social, Economic, and Ecological Sustainability (ISEES) with financial support from the World Population Fund of The Minneapolis Foundation.

88 SOCIOLOGY OF ENVIRONMENTAL CHANGE Natural Resources 231

Blake D. Ratner Carleton College

Many of the most vexing problems of contemporary environmental change are not technical but instead social and institutional. This course emphasizes current theory and research in the young field of environmental sociology aimed at addressing these problems. Students will analyze the relationships among patterns of environmental resource use, social inequities, and conflict, as well as a range of responses including local environmentalism, the international “sustainable development” movement, alternative natural resource management regimes, and new mechanisms for local, regional, and global “governance.”

Course Requirements:

Students are required to complete one in-class exam, one take-home exam, and one research paper. The exams (April 24 and May 22) will be short-essay format, requiring you to both demonstrate familiarity with assigned readings and classroom lectures and activities as well as critically apply key concepts introduced in the course.

For the research paper, you must identify and undertake an original analysis of a case that exemplifies social and institutional challenges of environmental change. As steps towards the final product, you must submit: a one-page prospectus that articulates the main question you will address and your preliminary thesis, along with an annotated list of at least 6 sources (due April 12). You are encouraged to meet with the instructor as you identify a topic of interest for your paper, develop a guiding question, and then craft your argument. The final paper should be 6-8 pages, single-spaced, and is due in class on the last session, May 29. The due date will not be extended.

The course will emphasize opportunities for critical questioning, discussion, small-group, and other classroom participation activities. It is therefore essential that you prepare for each class meeting by reading the required material and making your own notes summarizing the main arguments contained in the readings to ready you for classroom interaction. Questions to focus your reading and help you prepare for discussion will be distributed for each section of the course. Lectures will complement but not substitute for the readings. Your class participation will be judged on the effectiveness of your contribution to a productive dialogue, evidenced by demonstrating your familiarity with the assigned readings, sharing your own critical reflections, and listening and responding to the comments of your peers.

In determining the final grade, equal weight will be given (one-third each) to the two exams and the research paper. In the case of borderline grades, classroom participation will be the deciding factor. All assignments must be completed to receive a passing grade. Repeated absences will detract significantly from the final grade.

The following books are required and are available at the campus bookstore:

Dickens, Peter. 1992. Society and Nature: Towards a Green Social Theory. Philadelphia, Pennsylvania: Temple University Press.

89 Murphy, Raymond. 1994. Rationality and Nature: A Sociological Inquiry Into a Changing Relationship. Boulder, Colorado.

Homer-Dixon, Thomas F. 1999. Environment, Scarcity, and Violence. Princeton, New Jersey: Princeton University Press.

Hirsch, Philip (ed.). 1996. Seeing Forests for Trees: Environment and Environmentalism in Thailand. Chiang Mai, Thailand: Silkworm Books.

Prugh, Thomas, Robert Costanza, and Herman Daly. 2000. The Local Politics of Global Sustainability. Washington, D.C.: Island Press.

Additional readings are available on library reserve.

Class Schedule and Reading Assignments

Viewing Nature Sociologically: Theoretical Traditions

March 27 Introduction

March 29 Dickens. Society and Nature. Introduction, Chapters 1, 2.

The Political Economy of Environmental Change I: A Marxian Account

April 3, 5 Dickens. Society and Nature. Chapters 3-8.

McPhee, John. 1989. “Atchafalaya,” from The Control of Nature. New York: Farrar, Straus & Giroux.

Environmental Resource Conflict and Violence

April 10, 12 Homer-Dixon. Environment, Scarcity, and Violence. Chapters 1-4

Anan Ganjanapan. 1996. “The Politics of Environment in Northern Thailand: Ethnicity and Highland Development Programmes.” Pp. 202-22 in Seeing Forests for Trees.

Conflict or Resolution?: People and Forests in Northern Thailand. Interview Forum in Watershed, Vol. 4, No. 1 (July – October, 1998): pages 10-28.

**NOTE: PROSPECTUS for research paper due in class April 12.

April 17, 19 Homer-Dixon. Environment, Scarcity, and Violence. Chapters 5-8.

Bryant, Raymond L. 1998. “The Politics of in Burma.” Pp. 107-21 in The Politics of Environment in Southeast Asia: Resources and Resistance, edited by P. Hirsch and C. Warren. New York: Routledge.

Colm, Sara. “Land Rights: The Challenge of Ratanakiri’s Indigenous Communities.” Watershed, Vol. 3, No. 1 (July – October 1997): 29—37.

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“Living Day by Day: Life on the Edge in Phnom Penh.” Community Voices. Watershed, Vol. 3, No. 2 (November 1997 – February 1998): 34—36.

April 24 EXAM 1.

Collective Action, Environmental Governance, and Sustainability

Apr 26, May 1 Prugh, Costanza, and Daly. The Local Politics of Global Sustainability.

May 3 McCay, Bonnie J. and Svein Jentoft. 1998. Market or Community Failure? Critical Perspectives on Common Property Research. Human Organization, Vol. 57, No. 1.

Pratuang Narintarangkul Na Ayuthaya. 1996. “Community Forestry and Watershed Networks in Northern Thailand.” Pp. 116-46 in Seeing Forests for Trees: Environment and Environmentalism in Thailand, edited by P. Hirsch. Chiang Mai, Thailand: Silkworm Books.

Taylor, Jim. 1996. ““Thamma-Chaat”: Activist Monks and Competing of Nature and Nation in Northeastern Thailand.” Pp. 37-52 in Seeing Forest for Trees: Environment and Environmentalism in Thailand, edited by P. Hirsch. Chiang Mai, Thailand: Silkworm Books.

May 8 Young, Oran. 1994. International Governance: Protecting the Environment in a Stateless Society. Ithaca, New York: Cornell University Press. Chapter 1: “International Environmental Governance.” Pages 12-32.

Lipschutz, Ronnie D. 1996. Global Civil Society and Global Environmental Governance: The Politics of Nature from Place to Planet. Albany, New York: State University of New York Press. Chapter 8: “Closing the Circle: Global Civil Society and Global Environmental Governance.” Pages 235-255.

Mitchell, Michael. 1998. “The Political Economy of Mekong Basin Development.” Pp. 71-89 in The Politics of Environment in Southeast Asia: Resources and Resistance, edited by P. Hirsch and C. Warren. New York: Routledge.

The Political Economy of Environmental Change II: A Weberian Account

May 10 Murphy. Rationality and Nature. Chapters 2, 5.

May 15 Murphy. Rationality and Nature. Chapter 7 (Chapter 6 recommended).

Forsyth, Timothy. 1996. “Industrial Pollution and Government Policy in Thailand: Rhetoric Versus Reality.” Pp. 182-201 in Seeing Forests for Trees.

May 17 Murphy. Rationality and Nature. Chapter 9.

Houghton, Georgina. 1996. Vietnam’s Hoa Binh Dam: Counting the Costs. Watershed: People’s Forum on Ecology, 2, no. 1, July - October: 26-37.

91

** EXAM 2: Take-home exam distributed in class.

May 22 EXAM 2 due in class. Student presentations on research papers.

May 24 Student presentations on research papers.

May 29 Synthesis Discussion. **RESEARCH PAPER DUE IN CLASS.

92 Questions for Readings on Environmental Resource Conflict and Violence

Week of April 10

Homer-Dixon

• Homer-Dixon claims that the debate over the effects of population growth has grown sterile, with advocates reverting to several rigid positions. How convincing is his call for an alternative analytical approach? • What is distinctive about Homer-Dixon’s conceptualization of environmental resource scarcity? What assumptions seem to underlie his identification of factors producing scarcity? What do these reveal about the theoretical traditions he draws on?

Thailand cases

• Who are the main stakeholders in the competition for land, forest, and water resources in northern Thailand? • What are the factors that produce resource scarcity and competition in this context? How well does it fit Homer-Dixon’s model? • In the Chom Thong dispute, what are the different interests each group has with regard to forest land use? How do these relate to different visions for the future, or conceptions of development? • What factors of social, institutional, or political context present obstacles to resolving the Chom Thong dispute? What organizational strategies or policy reforms might help this and similar instances of resource conflict in northern Thailand be resolved equitably?

Week of April 17

Homer-Dixon

• How does Homer-Dixon’s approach to analyzing conflict and violence compare to the approach of the general political economy tradition? To what extent does Homer-Dixon draw on this or alternative theoretical traditions? • How convincing is his thesis on the critical role of “ingenuity” in managing resource scarcity and competition?

Burma and Cambodia cases

• How well does Homer-Dixon’s model explain the conflicts over forest and land resources in Burma and Cambodia? What factors does it leave out? • How useful is Homer-Dixon’s model in explaining the relationship between scarcity and violence in these cases? • Does environmental resource scarcity in these cases seem to be an underlying factor in explaining the ongoing civil war in Burma or the threat of renewed instability in Cambodia, or is it merely a symptom of more basic reasons for ?

93 Spring 2001, SOAN/ENTS 231 Ratner Exam 1

Each question is designed to be answered in about 25 minutes, though you have the full class period to complete the exam. Write your answers (please write clearly!) in the exam book provided. Please take several minutes to outline your answer before writing to strengthen the organization and clarity of your argument. Make sure to indicate the number of the question you are answering.

Answer 3 questions total. Choose one question from each section.

1. The rational choice and political economy traditions provide different answers to the question, What should be done to address environmental resource scarcity and conflict? Explain the differences between these approaches and assess their value as applied to two cases of your choosing.

2. Identify and explain three main respects in which Peter Dickens (Society and Nature) and Thomas Homer-Dixon (Environment, Scarcity, and Violence) differ in their assessment of the sources of environmental scarcity.

3. Thomas Homer-Dixon argues that a society’s supply of “ingenuity” is central in determining its capacity to avert violent conflict. Write a letter to Professor Homer-Dixon in which you evaluate the strengths and weaknesses of his argument as applied to one case from Southeast Asia.

4. Choose one of the cases from Southeast Asia discussed in class. Write a letter to the editor of the national newspaper in which you point out some of the social effects of environmental scarcity in the country, and suggest implications for policy officials.

5. Explain the concepts of “alienation” and “disembedding” as used by Dickens. Give one example in which you feel that the concepts appropriately describe changing human relationships with nature and one example in which they do not. What key characteristics distinguish your two examples?

6. “Capitalist markets are a main source of environmental degradation.” “Market incentives provide a powerful lever for improving environmental resource use.” Using examples from the class, offer evidence in support of both these statements. Explain under what circumstances one or both statements may hold.

[Please return this sheet with your exam book.]

94 Spring 2001, SOAN/ENTS 231 Ratner Exam 2

Do not include your name on your typed responses. Please attach this page as the cover sheet to your completed exam.

This is a take-home, open-book exam. Please take several minutes to outline each answer before writing to strengthen the organization and clarity of your argument. Make sure to indicate the number of the question you are answering. Your short-essay responses must be typewritten and single-spaced. One page per question is recommended; the maximum is 2 pages per question. Printing on the back side of used paper is encouraged. Your responses must be submitted IN CLASS on MAY 22.

Answer 2 questions total. Choose one question from each section.

1. Using an example from class, identify in what ways the state may pose a threat to common property natural resource management regimes, and in what ways it may help support them.

2. Evaluate the strengths and weaknesses of the concept of “strong democracy” (outlined in the Local Politics of Global Sustainability) as a path to sustainability. Use examples from class to illustrate your argument.

3. Explain how environmental problems have brought attention to the question of governance at the international scale. Give examples of the roles of states, corporations, and civil society in improving international environmental governance.

4. Raymond Murphy asserts that both ecofeminism and deep ecology represent efforts at “derationalization.” With reference to either ecofeminism or deep ecology, argue (a) that espousing this approach indeed requires a renouncement of western rationalization, or (b) that its principles may be applied and adapted in the context of western rationalization.

5. To what extent do you think Murphy’s proposals for improving environmental accountability may prove effective responses to the “ecological irrationality” of modern society?

6. What are the merits and limits of class analysis in assessing strategies for progress towards social and environmental sustainability?

Your short-essay responses will be evaluated on the following criteria: • Organization & Clarity of your argument • Convincing Use of Concepts from the course • Effective Use of Case Material to support your argument • Original Analysis / Insight / Creativity

95 GLOBALIZATION AND THE ENVIRONMENT Sociology 403

J. Timmons Roberts College of William and Mary

COURSE DESCRIPTION AND CONTENT:

What are the effects of globalization on the environment? Who benefits and suffers most from global environmental problems? To address these questions, we first need to understand globalization, a remarkably sloppy term. Second, we need to decide whether anything new is going on. We need background on how previous stages in the global system affected the environment: were they worse or better or just different than current types of destruction? And I will argue throughout this course that to begin to assess the effects of globalization on the environment we need to study social systems, local and national and global. For example, Hurricane Mitch dumped record rainfall on Nicaragua, Honduras and Guatemala, causing landslides that killed thousands of people and created a devastating disaster of homelessness and desperation. How did the ownership of land influence where people lived, farmed, and deforested? We quickly see that so-called “natural” disasters are caused or made worse by social inequalities. Can people get organized and change the course of history to control globalization so that the environment will be protected? Even the world’s most radical social analysts have begun to realize that organized groups of laborers and poor people will probably not bring about a profound revolution in our global economic system. A few are beginning to argue that the change might come from an unexpected corner: environmentalism. On the one hand, the ecological contradictions of our economic system threaten to undermine its ability to persist, and on the other, the cross-class and increasingly cross- national social movements of environmentalism are perhaps forcing capitalism to reorient itself. William and Mary opened an office last year in Washington DC, an extraordinary resource for studying global environmental issues. On October 23 you all will get to travel there and meet with officials in federal and international agencies, with and indigenous rights activists. You’ll hear first hand what’s at stake in these issues.

COURSE GOALS AND OBJECTIVES: This course is designed to provide students with some broad knowledge about the most current issues in how globalization is driving and reshaping environmental problems and struggles. The readings, lectures, discussions and documentary films are chosen to mix depth of knowledge about concrete realities and sociological perspectives on these environmental problems and social struggles. Case study readings and term paper research will bring greater depth of knowledge about one topic and case. Students will develop their skills in synthetic and analytic reading, writing, and verbal presentation of ideas through frequent small papers and a final term paper and presentation. Discussion in class is designed to stimulate critical thought.

The Readings: This is primarily a reading course: the reading load is about a half to a book a week [100-200 pages]. I have selected a series of seven books. The books are: 1. J. Timmons Roberts and Nikki Demetria Thanos. 2003. Trouble in Paradise: Globalization and Environmental Crises in Latin America. London: Routledge. 2. Josh Karliner. 1998. The Corporate Planet. San Francisco: Sierra Club Books. ISBN: 0-87156-434-3 (pbk.) 3. Arthur P.J. Mol. 2001. Globalization and Environmental Reform: The Ecological Modernization of the Global Economy. Cambridge: MIT Press. ISBN 0-262-13395-4 (hardback $35)

96 4. John Vandermeer and Ivette Perfecto. 1995. Breakfast of Biodiversity: The Truth about Rain Forest Destruction. Oakland: Food First Books. ISBN 0-935028-66-8. (pbk.). 5. Al Gedicks (ed.) 2001. Resource Rebels: Native Challenges to Mining and Oil Corporations. Cambridge, MA: South End Press. ISBN 0-89608-640-2 (pbk.) 6. Crucial readings will be posted on the course Blackboard site, some to be announced as the semester progresses.

COURSE REQUIREMENTS: Your requirements are attendance, participation, a short paper on an Earth Summit WSSD issue, 4 of the 5 short discussion papers; at least two brief Reactions (see below) and a research paper/presentation. There are no tests, but the discussion papers force you to keep up with the readings. On attendance: I do take attendance and since we have relatively few meetings any missed days will hurt badly. Being a reading course, to understand what we’re talking about and to participate, YOU MUST KEEP UP WITH THE READINGS AND COME PREPARED TO OUR MEETINGS. I ask students questions on the readings and keep track of their level of preparedness.

Discussion Papers: The class will be divided into two groups which will alternate weeks preparing short papers on the reading. These type-written, single-spaced papers are due by 3 p.m. on the day before our Weds. class (Tuesday). They should be posted to our class listserver, available on the class Blackboard site (visit http://blackboard.wm.edu). Write the paper in a word processing program, then cut and paste the text into the blackboard email text box, and send it to “all users.” The paper will be delivered as e- mail to all subscribers of the list. Do not send attachments in Word. All class members are responsible for signing on and reading each other’s papers before the scheduled class. Those students not writing a paper for that week are required to write at least three reaction questions/responses on the ideas of at least two of the student discussion papers. Discussion papers should be kept to two pages single spaced if possible. Bring Reactions to class to be read and handed in that Thursday (the next day), and/or better yet post them to the listserver by 1 hour before class. These discussion papers should discuss at least two readings, and please do not choose the two shortest ones. The papers should include 4 parts: 1. An introductory paragraph or two raising a paradox or central question about the topic of the readings, and telling us where the rest of the paper will go. This is crucial. 2. a very brief (concise) summary of the central points or arguments the author(s) present(s) [2- 3 paragraphs]. 3. a brief assessment of the strengths and weaknesses of the authors’ central argument [2- 4 paragraphs]. Without being authorities, comment here on whether the author’s evidence really supports what they set out to do and their conclusions. How does their viewpoint color the interpretations they make? Say why you agree or disagree with their project and conclusions. Here I encourage you to be contentious and take a risk by taking a strong stand that will get debate going in class. Finally, 4. Provide two discussion questions related to the readings. One should be a lingering question for you, and the other a question that will promote class discussion. I am looking for well-written papers which critique the readings directly, support their arguments, and which draw in questions and issues raised in other readings and earlier in the course. Details of the research paper are below.

METHODS OF EVALUATION: I will calculate final grades roughly as follows: WSSD issue paper (10%); four of the five discussion papers (40%); one term paper/presentation (30%); Washington Trip discussion paper (10%); and class participation (10%), including Reactions and evidence you’re keeping up with the readings. To reduce anxieties, you should also know that just putting in the work will pay off. If you do all the assignments seriously, come to all the seminars and participate, you will get a reasonable grade. I hope that we can build an exciting, open forum here for all to participate. That means everyone helping by allowing others to talk and encouraging differences of opinion. Do not worry about asking what you might consider a naive or “stupid” question--others are probably also wondering the same thing. Because

97 the class comes from diverse backgrounds and trainings, we need be aware that some will need basic background information to bring them into the group. Stay tuned-in: some of these basic reviews will contain information you thought you knew...but maybe didn’t. Also, in a seminar I expect students to learn each other’s names, and treat each other with respect.

Calendar Fall, 2002: Subject to revisions, check Blackboard site for updates

Week 1 (Weds., Aug. 28): Introduction: Introductions,What is globalization? What are its impacts on the environment? Discussion of globalization and the environment, modernization, globalization and the development project. Yearley, Buttel, powerpoint, Introduction to the course, syllabus. Description of the WSSD Johannesburg events transpiring, assign topic areas for next week’s papers. Video: “Endangered Planet” if there’s time.

Week 2 (Sept. 4): Earthsummit.biz? Briefing Ourselves on the World Summit on Sustainable Development in Johannesburg, South Africa, ending today. Can treaties and International Agencies deal with global environmental issues? “The Summit will address more than individual issues of concern such as poverty or the environment. Sustainable development addresses the interface between human society and the physical world. Specifically, the Summit will focus on actions to address major sustainable development challenges, such as how to spread the benefits of globalisation, alleviate poverty, manage natural resources and promote responsible consumption and production. Special attention will also be given to the special needs of Africa and Small Island Developing States and to issues surrounding the health/environment nexus.”

Readings: Roberts and Thanos Chapter 1; Earth Summit Websites: www.unep.org, www.johannesburgsummit.org/, www.earthsummit.biz, http://www.johannesburgsummit.org/html/basic_info/parallel_events.html Writing: All students write 2 single-spaced page briefing papers this week on their Johannesburg topic areas, post on blackboard by Tuesday 5 pm

Week 3 (Sept. 11): Opposing views on Globalization and the Environment 1: “All is Lost” Readings: Joshua Karliner The Corporate Planet: Ecology and Politics in the Age of Globalization. Writing: Group A: Email it to me and to the class listserv by Tuesday at 3 pm.

Week 4 (Sept. 18): Opposing views on Globalization and the Environment 2: “All is Not Lost” Readings: Arthur Mol Globlization and Environmental Reform: The Ecological Modernization of the Global Economy. Writing: Group B: Email it to me and to the class listserv by Tuesday at 3 pm.

Week 5: (Sept. 25): A Climate of Injustice: Who Will Suffer Most with Climate Change? Readings: Brad Parks “Vulnerabilities;” Roger E. Kasperson and Jeanne X. Kasperson. 2001. “Climate Change, Vulnerability, and Social Justice.” Stockholm Environment Institute. Www.sei.se Lino Briguglio. 1995. “Small Island States and Their Economic Vulnerabilities.” World Development 23 (9): 1615-1632; Sharon E. Nicholson. “An Overview of African Rainfall Fluctuations of the Last Decade.” 1993. Journal of Climate 6(7): 1463-1466. T.E. Downing. 1992. “Climate Change and vunerable places: Global Food security and country studies in Zimbabwe, Kenya, Senegal and Chile.” From Oxford Environmental Change Unit. CEISIN.org

98 Youba Sokona and Fatma Denton. 2001. “Viewpoint: Climate change impacts: can Africa cope with the challenges?” Climate Policy 1: 117-123. Writing: Group A papers

Week 6: (Oct. 2): Climate Justice? Who Caused the Mess of Climate Change, and What Can Be Done? Kyoto and Justice. Reading: Roberts, Parks, Gelbspan excerpts, www.heatisonline.org, others to be announced on blackboard site Writing: Group B papers

Week 7: (Oct. 9): Social and Ecological Worlds Out of Balance: Agriculture and Rural Crises in Mexico and Central America. The structure of world agriculture, agribusiness, seed/pesticides/GMOs and trading companies, alternatives like organics, shade-grown, fair trade, land reform, etc. Readings: Roberts and Thanos Ch. 3a 3b; Barkin, others TBA Writing: Group A write on at least two chapters. Two possible short videos

Fall break Oct 12-15, class meets Weds.

Week 8: (Oct. 16) Tropical Forests: parks or people? Reading: Book: Vandermeer and Perfecto: Breakfast of Biodiversity; excerpts from Parks in Peril. Writing: Group B contrast Breakfast of Biodiversity to Parks in Peril pieces

Week 9 (Oct 23): Weds. DC CONFERENCE! 8:30 am van meet at Morton front door, box lunch and introduction to the office 12-1 pm. Session I: 1:15-2:45 pm; Session II: 3:15-4:45 pm. Debriefing 5-6, van returns about 9 pm. Reading: To be announced. Probably websites from the groups we’ll be meeting with. Writing: All students required to email me a one or two-page summary of what you saw and heard, plus a synthesis of these ideas with readings and discussions we’ve had so far. Due the following Monday at 9 am. TOPICS DUE for term paper: write two paragraphs about what you will study and how, list 5 or more sources you will use.

Week 10 (Oct. 30): Native Challenges to Mining Companies, the Response from the South Readings: Gedick book Resource Rebels, Guha exerpt; Roberts and Thanos Ch. 6 Writing: Group A

Week 11 (Nov. 6): Maquiladoras, NAFTA, WTO and the Environment/Development debate. Do firms seek “pollution havens?” Do nations have to get more polluted first in increasing their standard of living so that later they can clean up? Video “Stepan Chemical” Readings: Roberts and Thanos Ch. 2; others TBA on border ecology/WTO Writing: Group B

Week 12 (Nov. 13): The Brown Agenda: Urban environmental crises and movements Readings: Roberts and Thanos Ch. 4,World Resources 1996-7 Ch 1; Rhys Jenkins Ch. 1; others TBA Writing: Group A Week 13: (Nov. 20): Revisiting and Summing up: Social change, internationalism, and sustainability: where are we? Reading: Roberts and Thanos Chapter 7, Guha conclusion,

99 Writing: Group B writes on these chapters Week 14 (Nov. 27) THANKSGIVING BREAK

Week 15 (Dec. 4): LAST DAY: Student papers/presentations 8-10 minutes each, on your term paper topic.

Exam week: (Our exam period is Dec. 17, 8:30-11:30 am): We will finish student papers/presentations, your term papers are due at exam time. Hand me a copy before you present. We can do some lunch afterwards.

100 Information for preparing the research paper J. Timmons Roberts

The research paper is your chance to investigate in more depth one issue related to environment and political economy that particularly interested or puzzled you. For the paper the narrower you can define your question, the better. Be as specific as possible in your question, and your topic can be further narrowed by examining only specific countries and a specific time period. You may do a paper based entirely on library research and literature review on a topic, and/or an empirical analysis of an available data set. You may want to write a proposal for future research project including a thesis, dissertation, etc. If you are doing a similar paper for another class or have done such a paper previously, please inform me in advance. A short description of your plans for your research paper is due October 28th or earlier. This description should include about two paragraphs introducing what you plan to do, provide an initial outline, and list about 10 sources you’ve found which look useful. You are strongly advised to start early and avoid the last-minute crunch. This is a major piece of work that cannot be left to the last week. Come by to discuss your paper ideas or questions early. As a guideline only, these papers should be about 12-18 pages, not including tables, figures and references. All formats (for footnoting, references, etc.) must be of the style used in the American Sociological Review (examples above in coursepack list). The organization of your paper will be enhanced by looking over how such journal articles are structured and sub-sections used throughout the text to guide the reader. Even within that one journal the layout of articles varies dramatically, depending on whether the paper is historical, empirical, etc. Still, make sure that at a minimum you have 1) an introduction that clearly states the objectives and limitations of your paper, and provides some idea of what directions you will go; and 2)a summary that condenses your findings, whether and how what you found met you objectives, and provide conclusions about your findings and their implications. Though it sometimes seems repetitive, these introductory and concluding remarks often make the difference in a readable and unintelligible piece. As someone once said, “tell them what you’re going to tell them, tell them, then tell them what you told them.” This rule applies also to sub-sections within the body of your paper: tie them to earlier sections, say what you’ll do, do it, then summarize and lead us into the next section. Also keep in mind: a. Try to be analytical and not just descriptive. That is, describe what others have said but do not accept it uncritically. The best literature reviews point out the important and useful parts of previous works and point out their shortcomings. b. Define and clarify the concepts you use, especially those most central. c. Organizing your paper in a logical sequence is possibly the most important step. d. Document your statements, use social science and news sources of information, but do not plagiarize. That is, if you got an idea from somewhere, cite the source! For example, this syllabus borrows heavily from that of Professor Rubin (Rubin 1991: 3). If you use someone’s words, use quotes and cite them. Make it clear which are your ideas and which are the other authors’. e. If you make subjective or value statements, support your opinion with factual information. f. Where appropriate, relate your paper to material you learned in class. g. Before turning it in, proofread your paper and make two copies. Turn in only one.

101 Case Study Rapid Assessment of Promise and Problems of one Global Environmental Issue SOCI 403-01: THE SOCIOLOGY OF DEVELOPMENT IN LATIN AMERICA J. Timmons Roberts, Professor

Congratulations. You have been appointed to the World Bank’s Inter-American Development Fund’s team of specialists who will be proposing solutions and judging requests for funding from the World Summit on Sustainable Development now underway in Johannesburg. As is common with such prestigious assignments, however, the work begins in just one week. Your reputation as an intelligent and informed member of the panel requires you and your team quickly assess the problems and potential of the issue on which you will be asked to deliberate. You need information, in a usable and digestible form, quickly. First, consider the main questions that you would need to answer to be able to evaluate the problems and promise of a nation. Assignment: Choose one issue: conduct “rapid assessment” library and internet research on development patterns of that issue, write two-three page (single-spaced) “Executive Summary/Rapid Assessment” of the issue. Use the sites listed on the syllabus, but beyond that, no further readings are due [you should spend at least six hours on this]. These are to be handed in the day before our next meeting by 5:00, to be posted to the class email list on our Blackboard site. After that time read them for the seminar. At the end of this you will have a briefing book on the issues.

You should divide your summary into sections which should be labeled clearly for quick reading. 1. Main questions you believe you need to address to assess this problem and promise it might bring. 2. Basic description of the problem. 3. Social aspects of the issue. Sociological insights. For example, who is suffering most? Who is benefiting? Compare regions and nations by wealth and part of the world. Are there patterns in positions by Asian, African, or Latin American nations? What about by oil producers, the wealthy G-7 or poor G- 77, or by Europe and the USA? Who within nations are benefiting and suffering because of your issue? 4. One or two paragraphs on what direction you believe this issue should be resolved. 5. One or two paragraphs on how you think it is likely to be resolve, at the WSSD and after. What is blocking better solutions?

102 ENVIRONMENTAL SOCIOLOGY Sociology 272

Tamara L. Smith Loyola University of Chicago

Course Description In this course, we will explore humans’ relationship with the natural environment. Particularly, we will study how people interact with each other in dealing with controversies surrounding how humans ought to relate to the natural environment. The course readings will provide an overview of major topics and concepts in the field. In class discussions we will critically analyze and apply the sociological imagination to real-life environmental crises. Homework assignments will give you practical experience in research, analysis, and persuasive writing and speaking. Although this class is listed in the sociology department, we will draw upon the knowledge of multiple disciplines, as well as activist sources. My hope is that you will finish this course with an urgent desire to use the knowledge and skills you honed throughout the semester to help resolve environmental problems.

Texts In order to minimize your expenses, many of the readings will be in the class reader (for which I will charge only the cost of photocopying), as well as supplemental handouts that I will distribute throughout the semester. In addition to these, you will also need to buy or check out from a library the following books:

Bell, Michael Mayerfield. 1998. An Invitation to Environmental Sociology. Thousand Oaks, CA: Pine Forge Press. Cronon, William, ed. 1996. Uncommon Ground: Rethinking the Human Place in Nature. W.W. Norton. Seager, Joni. 1993. Earth Follies: Coming to Feminist Terms with the Global Environmental Crisis. New York: Routledge. Shiva, Vandana. 1997. Biopiracy: The Plunder of Nature and Knowledge. Boston: South End Press. Tokar, Brian. 1997. Earth for Sale: Reclaiming Ecology in the Age of Corporate Greenwash. Boston: South End Press. Gibbs, Lois Marie and the Citizens Clearinghouse for Hazardous Waste. 1995. Dying from Dioxin: A Citizen’s Guide to Reclaiming our Health and Rebuilding Democracy. Boston: South End Press. I would suggest consulting www.mysimon.com to compare prices of these texts on the internet. Please note: I will put at least one copy of each book on reserve at Cudahy Library. Some of the course assignments require you to find articles from major newspapers or magazines. Below I’ve listed the web addresses of some of the periodicals you can use for these assignments:

103 Course Requirements In this course I require several small assignments throughout the term and a larger research project at the end of the term. Every week (except as noted on schedule below) I will ask you to find and turn in (preferably via e-mail) an article relevant to the class from a major periodical. Three times during the semester you will choose an article about which you will answer several analytic questions. The following week you will submit a 2–3 page paper summarizing your analysis of the same article and answering further questions about the article. (See assignment sheet for details.) These short papers will give you experience in critically engaging with texts, and keep you aware of current issues in environmental sociology. You will also write an annotated bibliography, and give a 5-minute oral summary of your findings in class, due mid-term. This bibliography will allow you to explore a topic of your choice in-depth and will provide source materials for your final paper. You will give a short oral presentation of your final project findings during the last regular class meeting. You will also have the opportunity to gain extra credit points. You can: 1. Review books, films, or videos related to the class (mainstream theatrical-release films such as , The Burning Season, A Civil Action, Erin Brockovich are acceptable, as are documentaries); 2. Attend and report on an environmental presentation, such as a conference or movement organization informational meeting; AND/OR 3. Participate in and report on an environmental activist event. Assignment Points: Assignment Points each Total points Due dates Weekly articles 5 60 (c. 19% of grade) Every week, except as noted below. Article questions 10 30 (c. 10% of grade) 1 Feb, 22 Feb, 28 Mar

Article analysis papers 20 60 (c. 19% of grade) 8 Feb, 29 Feb, 4 Apr Annotated 15 15 (c. 5% of grade) 21 Mar bibliography oral presentation Annotated 50 50 (c. 16% of grade) 21 Mar bibliography Final paper draft 15 15 (c. 5% of grade) 11 Apr outline Final paper 75 75 (c. 24% of grade) 9 May Extra credit 5 10 9 May TOTAL 315 (325 with extra creadit)

104 Grading scale 90–100% A 283–315 points 80–89 B 252–282 70–79 C 220–251 60–69 D 189–219 59 or below F 188 or below

I will allow rewrites on all written assignments except for the final paper. If you decide to rewrite your assignment, your grade will not be negatively affected if you “do worse” the second time. You must turn in any rewrites within one week after receiving the original grade. You may choose a different article for the rewrite or you may re-analyze the original piece.

Schedule Please note that some dates are tentative—particularly guest lecture dates. I will announce any changes to the schedule in class. Attendance is very important in this course. You are responsible for contacting me for pertinent information and obtaining notes from one of your classmates if you miss a session. All readings and assignments are due on the class dates listed below.

I. THE BASICS 18 Jan First class; overview of course Video: Earth on Edge [excerpts] No readings or articles due.

25 Jan Introduction to Environmental Sociology Bell Chapter 1: Environmental Problems and Society (pp. 1–32) Bell Chapter 5: The Ideology of Environmental Domination (pp. 145–172) Bell Chapter 6: The Ideology of Environmental Concern (pp. 173–206) Article due

1 Feb Philosophical roots of environmental issues Bell Chapter 7: The Human Nature of Nature (pp. 207–241) Cronon Chapters 1–9 [will divide the chapters among the class] Guest Lecturer: Randall Honold, DePaul University philosophy department Article due Article analysis 1 questions due

8 Feb Philosophical roots of environmental issues, continued Cronon Chapters 10–17 [will divide the chapters among the class] Article due Article analysis 1 paper due

15 Feb Consumption and Population Video: Affluenza Bell Chapter 2: Consumption and Materialism (pp. 35–64) Bell Chapter 3: Money and Machines (pp. 65–101) Bell Chapter 4: Population and Development (pp. 103–141) Topic for annotated bibliography due; Article due

II. IMPORTANT ISSUES

105 22 Feb Agriculture, Biotechnology Teitel, and Wilson: Genetically Engineered Food: Changing the Nature of Nature [excerpts] Lappé and Bailey: Against the Grain: Biotechnology and the Corporate Takeover of Your Food [excerpts] Food First: Hunger Myths and Facts Chapters from Tokar: Redesigning Life: 1. From Golden Rice to Terminator Technology: Why Agricultural Biotechnology Will Not Feed the World or Save the Environment 6. Ecological Consequences of Genetic Engineering Guest lecturer: Ronnie Cummins, Organic Consumer Association Article due Article analysis 2 questions due

29 Feb Globalization; Agriculture, continued Shiva: Biopiracy Video: Breaking the Bank [excerpts] [article from Race and Class Globalization issue; other readings] Article due Article analysis 2 paper due

7 Mar SPRING BREAK—NO CLASS

14 Mar Environmental Justice Irwin Weintraub: Fighting Environmental Racism: A Selected Annotated Bibliography Bullard: Dumping in Dixie: Race, Class, and Environmental Quality [excerpts] Bullard: Unequal Protection: Environmental Justice and Communities of Color [excerpts] Video: Towards environmental justice: an ecofeminist perspective Article due Final project topic due

21 Mar Ecofeminism Seager: Earth Follies [will divide the chapters among the class] Annotated bibliography due Short oral presentations on annotated bibliography No article due this week

28 Mar Pollution and Community Action Gibbs: Dying from Dioxin [will divide the chapters among the class] Excerpts from: Brown, Phil and Edwin J. Mikkelsen: No Safe Place: Toxic Waste, Leukemia, and Community Action Article due Article analysis 3 questions due

106 III. ENVIRONMENTALISM AS SOCIAL MOVEMENT 4 Apr Organic Food, Critical Mass, Voluntary Simplicity Movements (liberal) Bell Chapter 8: Organizing the Ecological Society (pp. 245-280) www.purefood.org, www.critical-mass.org, www.adbusters.org Article due Article analysis 3 paper due

11 Apr Deep Ecology, Social Ecology (revolutionary/radical) Heller: McDonalds, MTV, and Monsanto [in Tokar 2001. Redesigning Life? The Worldwide Challenge to Genetic Engineering.] Lee: Earth First! Environmental Apocalypse [excerpts] Merchant: Radical Ecology [excerpts] Foreman: EarthFirst! Manifesto Guest lecturer: Brian Tokar (or Cindy Milstein), Institute for Social Ecology Article due Final paper draft outline due

18 Apr and “Astroturf” Groups (corporate) Tokar: Earth For Sale [will divide the chapters among the class] Guest Lecturer: Liane Casten, Chicago Media Watch Toxic Sludge Is Good for You [excerpts] Article due

25 Apr Environmental Backlash (countermovement) Helvarg: The War Against the Greens [excerpts] Rowell: Green Backlash [excerpts] Video: Who Bombed Judi Bari? Article due

2 May Final Projects Final projects oral presentations No article due this week

9 May Wrap-Up Final projects oral presentations, continued [if class is too large to schedule all in previous session] Final paper due No article due this week

107 SOCIETY AND ENVIRONMENT: HISTORICAL AND CONTEMPORARY DYNAMICS, ISSUES, AND ETHICS Sociology 332

David A. Sonnenfeld Washington State University, Tri-Cities

Description

The relationship between humans and the non-human environment is complex and problematic. We are part of the environment/ ecosystem, even while we alter it for our own varied purposes. What are the philosophical, institutional, and ethical dimensions of this relationship?

Students in this course will study classical and contemporary social theory on humans’ relationship with the natural environment; examine the relationship between the political state and resource development, with an emphasis on the American west; learn about American environmental social movements; and engage in a debate about the controversial animal liberation movement. Several related films will be shown.

In addition to reading and discussing course texts and films, students will conduct a semester-long research project on a particular historical or contemporary environmental issue, and learn about local environmental issues through reading the Tri-City Herald.

Successful completion of this course fulfils “M”, writing in the major, requirements. Prerequisites Recommended: successful completion of lower division social science courses; upper division college writing proficiency or concurrent enrollment in writing class. Requirements Students are required to: • Attend all lectures, discussions, and films; read the required texts; • Read the Tri-City Herald daily; • Each week, submit an abstract, written in your own words, of an article involving a local environmental issue from the Tri-City Herald (1 p., typed, double-spaced); • Complete two mid-term exams and a final exam; • Complete a research paper on a topic relevant to the course; due by the beginning of the last class session (Wed., Dec. 12, 7:15 pm). It should be typed, double-spaced, c. 10-12 pp. in length, plus references, and include proper citations (see Lester 1999); and • Make an oral presentation at the end of the semester based on your research. See the course website (address below) for further information on the semester-long research project and weekly newspaper abstracts.

108 Grading Mid-terms (2) & final examination 40% Term paper & oral presentation 30% Attendance, participation & weekly abstracts (11) 30%

Texts Required Macpherson, C. B., ed. 1978. Property: Mainstream & Critical Positions. Toronto: University of Toronto Press Worster, Donald. 1992. Rivers of Empire: Water, Aridity, & the Growth of the American West. 2nd edition. New York: Oxford University Press. Gottlieb, Robert. 1994. Forcing the Spring: the Transformation of the American Environmental Movement. Washington, D.C.: Island Press. Singer, Peter. 1990. Animal Liberation. 2nd ed. New York: Avon Books. Beck, Ulrich. 1992. Risk Society: Towards a New Modernity. Thousand Oaks: Sage. Tri-City Herald, daily & Sunday subscription

Recommended Lester, James D. 1999. Writing Research Papers: A Complete Guide. 9th ed. New York: Longman. Singer, Peter. 1995. How Are We To Live? Ethics in an Age of Self-Interest. Amherst, NY: Prometheus. Brown, Phil. 1997. No Safe Place: Toxic Waste, Leukemia, and Community Action. 2nd ed. Berkeley: University of California Press. Brulle, Robert J. 2000. Agency, Democracy, and Nature: The US Environmental Movement from a Critical Theory Perspective. Cambridge, MA: MIT Press. Perrow, Charles. 1999. Normal Accidents: Living with High-Risk Technologies. 2nd ed. Princeton, NJ: Princeton Univ. Press.

Films National Audubon Society. 1991. The New Range Wars. (VHS, 58 min.) [MMS #14410, 1994] - September 17. KTEH. 1997. Cadillac Desert. Vols. 1-4. (VHS, 270 min.) [MMS #17472-75] See also - September 26. WGBH. 1994. Toxic Racism. (VHS, 60 min.) [WSU Vancouver Library: TD 1050 C57 T69x 1994] - October 22.

Research Assignments #1 Identify tentative topic; begin background library research; request interlibrary loans as necessary (Week 1) #2 Research proposal due – 1 p., typed, double-spaced; plus preliminary bibliography (Week 3)

109 #3 Working paper due, including updated bibliography; informal presentation of preliminary findings (Week 7) #4 Abstract, detailed outline, and bibliography due for final paper (Week 13) #5 Oral presentations; research portfolio (including final paper) due no later than the beginning of last class session (Week 15)

Schedule

Social Theory & the Environment Week 1 - Introduction Monday – Class Introduction Recommended Lester, Writing Research Papers *** Read the Tri-City Herald daily*** Wednesday – Library Orientation Library orientation & tour *** Meet in the CIC Library *** Week 2 – Property Theory I: Classical Liberal & Reform Perspectives Monday Required Macpherson, Property, ch’s 1-2 *** Newspaper Abstract #1 DUE *** Wednesday Required Macpherson, Property, ch’s 2-3 Week 3 - Property Theory II: Marxian & Utilitarian Perspectives Monday Required Macpherson, Property, ch’s 4-5 *** Newspaper Abstract #2 DUE *** Wednesday Required Macpherson, Property, ch’s 5-6, 12 *** Research Assignment # 1 DUE *** Week 4 – Property Theory III: Contemporary Conflicts Monday Film: The New Range Wars. 1991. (57 min.) *** Newspaper Abstract #3 DUE *** Wednesday Mid-Term Examination

110 Historical Perspectives Week 5 - Western Water I: Water & Power Monday Research Workshop I – Round Table: Research Topics *** Newspaper Abstract #4 DUE *** Wednesday Film: Cadillac Desert. 1997. PBS. (270 min., VHS); Week 6 - Western Water II: The Political State & Resource Development Monday Required Worster, Rivers of Empire, ch’s 1-2 *** Newspaper Abstract #5 DUE *** Wednesday Required Worster, Rivers of Empire, ch’s 3-4 Week 7 - Western Water III: Water & the Modern West Monday Required Worster, Rivers of Empire, ch’s 5-6 *** Newspaper Abstract #6 DUE *** Wednesday Required Worster, Rivers of Empire, ch’s 6-7 Social Movements Week 8 – American Environmentalism I: Historical Roots Monday Research Workshop II – Round Table: Preliminary Findings *** Research Assignment # 2 (Progress Report) DUE *** Wednesday – Urban & Industrial Origins Required Gottlieb, Forcing the Spring, ch’s 1-2 Week 9 - American Environmentalism II: Race, Class & Gender Monday – The Role of Women & Minorities Required Gottlieb, Forcing the Spring, ch’s 6-7 [note: this assignment is not a typographical error – we will be reading some of the ch’s in a different order than in the book] Recommended Brown, No Safe Place Film Toxic Racism. 1994. WGBH. (60 min.)

111 *** Newspaper Abstract #8 DUE *** Wednesday – Occupational Health & the Environment Required Gottlieb, Forcing the Spring, ch’s 7-8 *** Assignment # 6 Due *** Week 10 - American Environmentalism III: Professional & Grassroots Monday Required Gottlieb, Forcing the Spring, ch’s 4-5 Recommended Brulle, Agency, Democracy, and Nature *** Newspaper Abstract #9 DUE *** Wednesday Mid-Term Examination Environmental Ethics Week 11 – Animal Liberation I – Ethics & Politics Monday – Ethics & Animals Required Singer, Animal Liberation, Prefaces, ch’s 1-2 Recommended Singer, How Are We To Live? *** Newspaper Abstract #10 DUE *** Wednesday – Meat Factories Required Singer, Animal Liberation, ch 3 Guest Speaker TBA *** Research Assignment # 3 DUE *** Week 12 – Animal Liberation II – Human-Animal Relations Monday – Holiday: Veteran’s Day – No Class Wednesday – “Speciesism” Required Singer, Animal Liberation, ch’s 4-6, Appendices *** Newspaper Abstract #11 DUE *** THANKSGIVING BREAK Week 13 – Animal Liberation III – Debate Monday Working session in preparation for the debate Wednesday Debate Conclusion Week 14 – Special topic: Sociology of Risk Monday – The Risk Society I Required Beck, Risk Society, ch. 1, Risk Distribution

112 (reading available on 2-hr. reserve at the CIC Library) Recommended Perrow, Normal Accidents Wednesday – The Risk Society II Required Beck, Risk Society, ch. 2, Politics of Knowledge (reading available on 2-hr. reserve at the CIC Library)

Week 15 – Student presentations *** Semester-Long Research Paper Due, Wed., Dec. 12, 7:15 pm *** FINAL EXAMINATION

Notices Accommodations Reasonable accommodations are available for students who have a documented disability. Please notify the instructor during the first week of class of any accommodations needed for the course. Late notification may cause requested accommodations to be unavailable. All accommodations must be approved each semester by the Disability Services Coordinator, West 269B, tel. (509) 372-7351. Academic Integrity Plagiarism entails knowingly representing others’ work as your own without properly acknowledging the source. It includes copying material from course texts and other published materials, “cutting and pasting” from electronic sources, and unattributed paraphrasing. Acts of academic dishonesty are defined in the Student Handbook and are violations of Washington State University’s Standards of Conduct. Students will are accountable for such acts. If you have any questions about how to properly use & cite others’ work, please consult Lester (1999, ch. 5), your instructor, and other campus resources.

SOCIETY AND THE GLOBAL ENVIRONMENT Sociology 389/689

Russell A. Stone American University

113 Course Description

An exploration of the relationship between the environment and society, looking at how sociologists and others have analyzed the growing concern for environmental quality at the local, national and global levels. The course will discuss the emergence of the “environmental movement,” the areas of human knowledge and activity that have merged into current environmentalism, and several theoretical approaches that sociologists bring to analysis of the relationship between the environment and society. Organization theory, , global modeling, public opinion and attitude research, international conferences, key crises, technological change, and international development have all influenced, and been influenced by the society-environment relationship, and these will be considered in a comparative context.

Required Books (available in University Bookstore from - all paperbacks)

Bell, Michael, An Invitation to Environmental Sociology, Pine Forge Press, 1998

French, Hilary, Vanishing Borders, Norton/Worldwatch, 2000

Harper, Charles, Environment and Society, Prentice Hall, 2001 (2nd Ed.)

Additional readings may be made available on reserve in Bender library (downstairs), distributed in class, or required from the Internet. Fair use copyright guidelines permit a reader to make one copy for personal use.

Course Format and Requirements

This course consists of lectures, readings, and informal discussions; individual presentations; perhaps some films or video views; and written assignments, some of which will be shared with classmates. We may have one or more guest speakers who will also lead discussions. Since the enrollment for this course will likely include of students from varied backgrounds, we will encourage examples, comments and illustrations drawn from the personal experiences of class members. Participants are expected to assist and further the learning of others in the course as well as their own. People may participate in “panels” that will be responsible for enhancing our discussion by bringing questions and critical comments from the readings to each meeting for consideration. Individual or collaborative research projects will also be described in class as work progresses, widening the range of topics to be considered beyond those in the readings and lectures. You are encouraged to bring additional relevant materials to the attention of the class - readings, videos, Internet sites, etc. - and to share your own experiences and insight.

Requirements

Class participants are expected to do the reading for each class in advance and to come to class prepared to take responsibility for their own in-class learning by: listening knowledgeably; asking questions to increase their understanding; discussing issues in order to develop an informed point of view; remembering and integration class concepts into their own overall knowledge base; and contributing to enhancing the learning of others in the course.

114 Grades will be based on four elements:

1. commentary notes (handed in before each class) and class participation/discussion leadership. The nature of the commentary notes, discussion leadership, participation and subsequent “write-up” will be described at the first session. (Also, see guideline below.) Effective contribution to the class, and overall seminar participation will be worth 20% of the final grade.

2. two commentary write-ups, to be submitted one week after your discussion leadership in class or your commentary note is chosen for write-up. (15% each, total 30%)

3. a mid-term research project, individual or collaborative, your choice. Possible projects will be discussed in the first and second sessions, and a written 1-parag. description of your project will be due at the fourth meeting, Feb. 6. It may be a “free-standing” project, or it may be a preliminary segment of a larger project, if you choose to continue with the topic for your final project. The project itself is due March 6. (20%).

4. a final research project, individual or collaborative, your choice. This may be a substantial extension of your project begun earlier, or you may shift to a new topic, possibly based on your explorations or discussions in the course. Collaborations may continue, new ones may be established, or you can work individually. Plans must be finalized, in writing, by March 27. The project itself is due May 1. (But, shoot for Apr. 24, last class). (30%)

Guidelines for Commentary Notes, and Commentaries

Handing in a “commentary note” will be your “ticket of admission” to each class (unless you are a discussion leader for the meeting). The note should be a brief comment, question, or point of discussion based on the readings for the class, and on your own experience/perceptions that relate to the topic/readings of the day. It can be as short as a 1-sentence question that you wish to have discussed, or a short paragraph commenting on, or criticizing the reading of the day. You may also raise related issues from current happenings, from your research project, or from your own experience. The “catch” is, your commentary note may be chosen for discussion in any given class. If so, you must be prepared to elaborate on what you wrote and help lead a discussion on the topic.

If you are called upon, you will be expected to write up an extended essay on the topic, building on the class discussion and elaborating your own commentary. This will be due at the beginning of the next class. Each participant will do two write-ups during the semester. Expected length, about 5-6 pages (1500 words) or more.

Your commentary should include a brief oral discussion about your commentary note. Remember that everyone in the class will have read the books ahead of time, so your commentary should focus on your own comments, comparisons, questions, and critique. (Don’t be shy about criticizing ideas or commenting on them - there are no “right” or “wrong” views - and diverse opinions and comments make things more interesting!) As part of your presentation, tell us about yourself and your experiences related to the course. Have you done, or are you doing environment-related work? travel? research? What have you experienced that relates to the topic of today, or other course topics? As the course progresses, you will also be asked to update us on your research project.

Attendance

115 We meet once a week for 2 hours in a time block designed for seminars, so missing even one class results in your losing a substantial portion of the course material. A variety of learning activities will take place at each class meeting, requiring your active participation. Regular and punctual attendance each week is expected, and will be checked at the beginning of each class. Attendance and participation that reflects timely mastery of the readings will be taken into account in reaching a decision on “borderline” grades. Cutting class/leaving early (even once!) can result in a grade reduction. If a problem arises making it impossible for you to attend a class, I appreciate being informed, in advance if possible. In any event you are responsible for making up work you missed (check with classmates), and no one is excused from scheduled presentations or deadlines for written assignments. Late projects or assignments will be graded down, unless you have prior permission, for good cause.. Grading Standards

Student performance in this course will be guided by the following standard criteria: A Excellent work in fulfilling each course requirement - improvement during the semester will be taken into account. B Very Good work in fulfilling each course requirement - with evidence of improvement taken into account. C Satisfactory, acceptable work in fulfilling each course requirement. D Unsatisfactory or incomplete work. F Failure to meet minimum course goals and expectations.

A letter grade will be assigned for each of the grading components, using the University’s standard grading system (A, A-, B+, etc.). The final grade will be the weighted average of the grades (grade x % weight). Papers and written answers are evaluated on the basis of factual accuracy, comprehensiveness and precision, effective and persuasive argument, organization, attention to elimination of errors in spelling and grammar, and evidence of editing and polish. For oral presentations and participation in discussions we listen to assess thoughtfulness, evidence of reading and applying ideas from the course, mastery of the subject matter, ability to identify and present the main points, and comparisons/synthesis of materials.

An incomplete grade is not possible in this course other than for documented reasons of health or emergency beyond the student’s control. If approved by the instructor, an incomplete agreement must be completed in writing before the day of the final exam.

Written work submitted after the deadline will be graded down, but all the work must be submitted to avoid an F for the course. Papers may not be rewritten or resubmitted. An original paper or an exam may be reassessed if you believe it has been unfairly evaluated, but if you choose this option you take the risk that the original grade may be lowered in the reevaluation. All papers and research work should include full citations, in proper academic format, of all sources used or consulted.

Academic Integrity

The Academic Integrity Code of American University describes the standards for academic conduct, rights and responsibilities of members of the academic community, and procedures for handling allegations of academic dishonesty. A copy of the code may be obtained from the Office of the University Registrar. Your continued registration in this course means you acknowledge awareness of the Code and agree to abide by it. Violations of the Code will not be tolerated and offenses will be reported to the Dean of the College of Arts and Sciences for academic hearing and discipline. In particular, all written work should be your own. Plagiarism consists of presenting someone else s work as yours, whether it is from another student or the author of a book, article, or Internet posting that you have read. When in doubt, cite the

116 source. The course does actively encourage discussion among class members, with the instructor - inside and outside the classroom, and with others in your academic community. However, when it comes to writing a paper, it must be your own thoughts in your own words. Submission of collaborative papers (two or more authors) signifies agreement that the authors have contributed equally to the project (same grade for all authors), and that the amount of work reflects (it will be evaluated as) the equivalent of two (or more) individual projects.

Course Outline and Schedule (tentative)

Jan. 16 Introductions - all around - the topic, the class, the books, the projects/requirements Introduction to the Course - What is Environmental Sociology? - aspects and topics. What’s “global” about it? Preliminaries, and organization. How environmentalism all began . . . one view. Rachel Carson’s Silent Spring -VHS3110 or Fooling with NatureVHS5187

Jan. 23 Environment Issues - Social Science links Readings: Bell: Chap.1, Harper, Chaps. 1, and skim Chaps 3-4. (review of envir. sci.)

Jan. 30 Eco-systems and Social Systems - and “evolution” in social thought Readings: Bell - Chap. 2; Harper, Chap. 2;

Feb. 6. Growth, Development – Global Impacts - Economy / Technology “treadmills” Readings: French, Chaps. 1-6, Bell, Chap. 3, . (+ project 1 statement due)

Feb. 13. Demography: - Population, food and Development - Malthusianism, old and neo- Readings: Harper, Chap. 5, Bell, Chap. 4

Feb. 20 Ideologies and Envir. Domination - Religion, Individualism, Gender/Patriarchy Readings: Bell, Chap. 5

Feb. 27 Ideologies and Envir. Concern - Moralism, Materialism, Democracy/equality Readings: Bell, Ch.6

March 6 The “Social Constructionist” Approach Readings: Bell, Chap. 7. (+ project 1 due)

SPRING BREAK

March 20 Collective Action - Avoiding the “Tragedy of the Commons,” - Readings: Bell, Chap. 8.. + environmental. justice

March 27. Energy - Social and Policy aspects Readings: Harper, Chap. 6. (+ project 2 statement due)

April 3. Social Theories – Future studies and the “Limits to Growth” controversy Readings: Harper, Chap. 7.

April 10. Attitudes and Action - American environmental movement, and public opinion Readings: Harper, Chap. 9. (+ the case of Love Canal)

117

April 17. Questioning Social Structures - Markets, Politics, and Policy Readings: Harper, Chap. 8. French, Chaps 7-8.

April 24. Global Issues – dealing with growing globalization Readings: French, Chaps. 9-10, Harper, Chap. 10. (+ project 2 due today, or May 1, noon at latest)

118 STARTING POINTS: The Environment on the Web - Suggestions and additions welcome! Russell A. Stone

Environmental Interest Groups

This is a list of some of the major environmental interest groups (and a couple that aren’t so major) in the U.S. Some that you are familiar with may not be listed either because they were overlooked or because they do not have a World Wide Web “home page.”

Defenders of Wildlife http://www.defenders.org/ http://www.foe.org/ Greenpeace International http://www.greenpeace.org/greenpeace.html Izzac Walton League http://www.planetcom.com/iwlar/ League of Conservation Voters http://www.lcv.org/ National Audubon Society http://www.audubon.org/audubon/contents.html National Parks and Conservation Association http://npca.org/ National Wildlife Federation http://www.igc.apc.org/nwf/ Natural Resources Defense Council http://www.nrdc.org/nrdc/ Nature Conservancy http://www.tnc.org Sierra Club http://www.sierraclub.org Western Environmental Law Center http://www.efn.org/~welc/index.htm Wilderness Society http://www.wilderness.org World Wide Fund for Nature http://www.panda.org/home.htm World Wildlife Fund (US) http://www.wwf.org

Research Organizations *

Resources for the Future http://www.rff.org Worldwatch Institute http://www.worldwatch.org World Resources Institute http://www.wrl.org Millennium Institute http://www.igc.apc.org/millenium

Government and International Organizations *

The World Bank (IBRD) http://www.worldbank.org Agency for International Development (USAID) http://www.info.isaid.gov U.N. Environmental Program http://www.unep.no or http://www.unep.ch/unep.html Environment Canada http://www.ec.qc.ca. Environmental Protection Agency (EPA- USA) http://epa.gov/ Sweden http://www.tellus.com - try other countries! President’s Council for Sustainable Development http://www.whitehouse.gov/WH/EOP/pcsd

The Environmental Movement The following are groups that are part of the environmental movement as distinguished from environmental interest groups. Some that you are familiar with may not be listed either because they were overlooked or because they do not have a World Wide Web home page.

Alliance for Justice http://essential.org/afj/ Citizens Clearinghouse on Hazardous Wastes http://www.essential.org/cchw

119 Earth First! Journal http://www.envirolink.org/orgs/ef/ Earth First! Northern California Protests Page http://www.northcoast.com/~earth1st/ Essential Information http://essential.org/EI.html Free The Planet! http://essential.org/earth_day/home.html#top The Sea Shepherd Conservation Society http://envirolink.org/orgs/seashep/ Sinapu http://bcn.boulder.co.us/community/sinapu/sinapu.html Student Environmental Action Coalition http://www.indirect.com/www/seac-sw/seacpage.html Northwest Ecosystem Alliance http://www.pacificrim.com/~nwea/.www.html

Environmental Justice

Environmental Justice is an emerging and powerful part of the environmental movement that emphasizes the impacts of environmental insults on the poor, the powerless, people of color, women, and children.

EcoNet’s Environmental Racism/Environmental Justice Resources http://www.igc.apc.org/envjustice/ The Environmental Justice Gopher gopher://gopher.igc.apc.org/11/environment/envjustice (for information about numerous groups and issues) The Presiden’ts Executive Order on Environmental Justice http://www.fs.fed.us/land/envjust.html Environmental Publications

The following are some of the major, influential, and/or notable periodicals in the environmental arena:

Audubon Activist http://www.audubon.org/audubon/atoc.html Defenders’ Magazine http://www.defenders.org/magazine.html Earth First! Journal http://www.envirolink.org/orgs/ef/ High Country News http://www.infosphere.com/clients/HCNArchive/index.html National Parks Magazine http://npca.org/np/96-07/ja96-mag.html National Wildlife Magazine http://www.igc.apc.org/nwf/lib/nw/index.html Sierra http://www.sierraclub.org/sierra/ World Wildlife Fund Magazine http://www.panda.org/news/features/featindx.htm

Source: Rik Scarce’s Environmental Sociology course web site, with additions (* Additional Categories)

Networks and Links *

Communications for a Sustainable Future http://csf.colorado.edu ASA section is EnvTecSoc ECOLECON is Envir. Economics RACHEL’s Newsletter http://www.envirolink.org/pubs/rachel The Earth Council (Costa Rica) http://www.ecouncil.ac.cr EcoNet http://www.igc.org/igc/econet/index.html Envirolink http://www.envirolink.org has ENS - Envir. News Service Global Network for Environment and Technology http://www.gnet.org Green Pages http://eco-web.com

BOOKS on Environmental Sociology (Give me your favorites to add to the list !)

120 SILENT SPRING - Rachel Carson SMALL IS BEAUTIFUL - Schumacher THE POPULATION BOMB - Paul Ehrlich THE CLOSING CIRCLE - Barry Commoner STATE OF THE WORLD series - World Watch Institute - D. Meadows et al. MANKIND AT THE TURNING POINT - A. Pecei THE SOCIOLOGY OF SURVIVAL: Social Problems of Growth - Charles Anderson OVERSHOOT: The Ecological Basis of Revolutionary Change - William Catton GLOBAL 2000 - Gerald Barney THE ECO-SPASM REPORT - Alvin Toffler THE RESOURCEFUL EARTH - Julian Simon and Herman Kahn (reply to Barney) SCARCITY OR ABUNDANCE - A DEBATE - Julian Simon and Norman Myers (AU reserve) LOVE CANAL: Science, Politics and People - Adeline Levine LOVE CANAL: MY STORY - Lois Gibbs THE ENVIRONMENT: FROM SURPLUS TO SCARCITY - Allan Schnaiberg ENVIRONMENTALISTS: Vanguard of a New Society - Lester Milbrath ENVISIONING A SUSTAINABLE SOCIETY - Lester Milbrath EARTH IN THE BALANCE - Al Gore NO TURNING BACK: Dismantling the Fantasies of Environmentalism - Wallace Kaufman ENVIRONMENT, ENERGY AND SOCIETY - Graig Humphrey and Frederick Buttel EARTHCARE: Women and the Environment - Carolyn Merchant RADICAL ECOLOGY - Carolyn Merchant EARTH FOLLIES: Coming to Feminist Terms with the Global Envir. Crisis - Joni Seager ECOPOPULISM: Toxic Waste and the Movement for Environmental Justice - Andrew Szasz SOCIOLGY, ENVIRONMENTALISM, GLOBALIZATION - Steven Yearley ECOLOGICAL RESISTANCE MOVEMENTS - Bron Raymond Taylor, ed ENVIRONMENTAL ACTIVISM AND WORLD CIVIC POLITICS - Paul Wapner ATTITUDES TOWARD THE ENVIRONMENT - Everett Ladd ENVIRONMENTAL VALUES IN AMERICAN CULTURE - Kempton et al. GREEN DEVELOPMENT - William Adams PEOPLE, PENGUINS AND PLASTIC TREES - Pierce and Van de Veer GREEN DEVELOPMENT - William Adams ENVIRONMENT, GROWTH AND DEVELOPMENT: Sustainability - Peter Bartelmus ONLY ONE EARTH - Barbara Ward AMERICAN ENVIRONMENTALISM - Riley Dunlap and Angela Mertig ENVIRONMENT AND SOCIETY-THE ENDURING CONFLICT-A.Schnaiberg and K.Gould VIEWING THE WORLD ECOLOGICALLY - M. Olsen, D. Lodwick and R. Dunlap A CIVIL ACTION – Jonathan Harr INTERNATIONAL HANDBOOK OF ENVIR.SOCIOLOGY – M. Redclift and G. Woodgate HANDBOOK OF ENVIRONMENTAL SOCIOLOGY - R. Dunlap and W. Michelson “JOURNAL OF SOCIAL ISSUES” - Fall 2000 – new Dunlap scale, etc. THE SKEPTICAL ENVIRONMENTALIST –Bjorn Lomborg ENVIR. PROBLEMS AND HUMAN BEHAVIOR – Gardner and Stern

121 RISK, TECHNOLOGY, AND THE ENVIRONMENT Sociology 416/516

Richard York University of Oregon

We must be the change we wish to see in the world.

COURSE DESCRIPTION In this course you will learn about environmental sociology – the study of interactions between humans and the environment. This will involve issues from a diversity of disciplines including anthropology, biology, economics, geography, and history. We will explore how human societies affect the environment, and, in turn, how human societies are shaped by the environment. As the title of the course suggests, we will examine the role technology plays in mediating societal-environmental interactions, and the risks that societies generate through the development of technologies and modification of the environment.

REQUIRED TEXTS ™ Humphrey, Craig R., Tammy L. Lewis, and Frederick H. Buttel. 2002. Environment, Energy, and Society: A New Synthesis. [HLB] ™ O’Brien, Mary. 2000. Making Better Environmental Decisions: An Alternative to Risk Assessment. [O’Brien]

Optional Text ™ Brower, Michael and Warren Leon. 1999. The Consumer’s Guide to Effective Environmental Choices.

OTHER READINGS may be assigned. I will either put them on reserve in the library for you to read, or I will direct you to an appropriate website to access them. These readings will be announced in class and you will be responsible for reading them whether or not you were in attendance when they were announced.

Graded Assignments Two Exams (50 points each): There will be a mid-term and a final exam. For both exams you will be responsible for all material covered in class and in the readings (including readings from the required texts and any other readings assigned in class). The mid-term will be given in class (11/5) and will be a mixture of multiple choice, short answer and essay. The final will be a take home essay exam. It will be handed out the last day of class before finals week (December 3rd) and will be due Thursday of finals week (December 12th) by 4pm in the sociology office, 736 PLC (we will NOT meet in class on finals week). Project proposal (20 points) and final project paper (60 points): The project for this class involves you making some change in your lifestyle that reduces your impact on the natural environment or serves to bring about environmentally positive social change. This is intended to be a challenging and educational project whereby you can experience the structural, social,

122 cultural and other factors that constrain widespread social change along ecologically sensitive lines. You will select what type of change in your lifestyle you would like to make. Some examples of changes include becoming a vegetarian or vegan, giving up driving a car, purchasing only locally produced products, and not using electricity. You may also choose to engage in some form of environmental activism. The length of time you will need to continue with this behavior depends of the difficulty entailed. I expect that four (4) weeks would typically be a sufficient amount of time for most types of lifestyle changes, although some maybe much shorter (for example, giving up electricity for three days would probably be sufficient). The key point is that the behavior must be a change – i.e., not something you do already. The project does not require that you are successful at making the change, only that you make a sincere attempt at it. You will be required to make a short proposal (2-4 pages) of what you intend to do (basically laying out the ground rules and duration of time you think appropriate) and explaining briefly why it is important for the environment. This proposal will be due on October 15th. I may require that you make some modifications to the plan (for example, choose a different activity or change the duration of time). Once I have approved the proposal you should implement the change and keep a journal of your experiences (note that you are not required to turn in this journal). You may find the change quite difficult and you may have failures at certain points – that is part of the learning experience. The final paper should be 10-15 double-spaced typed pages and explain (1) the details of the lifestyle modification you made, (2) the environmental significance of the lifestyle modification (including citation of appropriate sources to back up your claims), and (3) what you learned from the experience. One book that may be useful in selecting a lifestyle modification that may reduce your impact on the environment is the optional book listed above by Brower and Leon. You will be graded on how creative you are in developing and implementing your project and how well you research and write your paper. I will provide more details on this project in class and you should speak to me (or send me an email) to seek clarification if you are uncertain how to proceed or just want to discuss any options you are considering. We will regularly discuss how your projects are going in class. Note that illegal activities cannot be part of your project. Various in class activities (20 points): From time to time in class there may be a pop quiz or other assignment. These will not be announced in advance and you can only receive credit for them if you are in attendance (or have a legitimate excuse and inform me that you will be absent before class). Additional requirement for graduate students – in class lecture (50 points): In addition to being held to higher standards on the other assignments, graduate students will also be required to give a 50 minute lecture to the class on a topic and date to be negotiated. All graduate students will need to schedule a meeting with me to discuss this assignment.

SUBMITTING WRITTEN WORK All work due on a particular day should be submitted in class. If, for some reason, you cannot be in class on the day an assignment is due you can turn in the assignment to the sociology office (736 PLC) before class. Late work will not be accepted. If you do submit work to the sociology office it would be in your interest to have the sociology department secretary stamp your paper with the official department date stamp. DO NOT submit work via email or under my office door! All written work should be typed, double-spaced, using a reasonable sized font -- not too large and not too small. Typically, 12-point font is appropriate. I will be happy to discuss any concerns or complaints about points awarded on written work or comments/editorial suggestions made on your papers. I have a set of standard expectations for evaluating written work and am looking for thoroughness, thoughtfulness, and insight when grading your papers. However, if you would like me to review your points on any paper, I ask that you put your questions or

123 concerns in writing and attach them to your paper so that I can review both before discussing them with you.

CLASSROOM POLICIES Academic Etiquette: Please arrive in class on time and do not leave early (or pack up to leave early). Both arriving late and leaving early can be very disruptive. In addition, any talking while another member of the class is speaking (this includes me) will not be tolerated. Most importantly, you are at all times required to be respectful to all members of this class.

Academic Integrity: Cheating and plagiarizing (submitting the work of others as your own) are serious offenses. Plagiarism refers to borrowing the work, ideas, or knowledge of others for personal gain. It includes exam cheating, borrowing from published sources without citation, and using the ideas of others without citation. Cheating or plagiarizing will result in an F for the course and your name will be submitted to the University administration.

Participation: Success in this class depends largely on your level of participation in the classroom. While I realize that all students do not feel comfortable speaking in class, my hope is that we can make this an atmosphere in which everyone will feel that they can participate. Each student is responsible for attending class, being prepared for class, and contributing to the activities in class. We will frequently discuss the topics covered in this course, some of which may be controversial. I hope that discussions will be lively and interesting. I encourage everyone to feel free to engage enthusiastically in these discussions. This is a safe environment in which I want all students to feel comfortable. To ensure that our discussions will be productive, it is essential that at all times you are respectful to other members of the class. Raised voices, insults, and threats are NEVER appropriate. If you behave disrespectfully toward other members of the class, you will be asked to leave.

Attendance: I expect you to be in class, although I will not typically take attendance. Each of you will be responsible for any material, announcements, assignments, and/or schedule changes made during lecture. If you miss a lecture you will need to ask another student for details of what was covered in class; I will not repeat information in class for those who have missed classes. Also, note that 20 points of your grade comes from “various in class activities” (see above) that will not be announced in advance, for which you will receive credit only if you are in class.

Disability Accommodations: Reasonable accommodations are available for students who have a documented disability. Please notify me during the first week of class of any accommodations needed for this course.

124 Reading/Assignment Schedule**

WEEK TOPIC READING ASSIGNMENT Week Introduction and course overview Syllabus 1 10/1 Week Environmental sociology –history HLB 2 and domain Ch. 1-2 10/8 Week Population, development, and the HLB Project proposal due 3 environment Ch. 3-4 10/15 Week Energy HLB 4 Environmental Movements Ch. 5-6 10/22 Week Sustainable Development HLB 5 Ch. 7-8 10/29 Week Discussion and Review Mid-term Exam (in class) 6 Mid-term Exam 11/5 Week Environmental history O’Brien 7 Ch. 1-4 11/12 Week Science and society O’Brien 8 Ch. 5-8 11/19 Week Technological risks O’Brien 9 Ch. 9-14 11/26 Week Ecological reform O’Brien FINAL PROJECT PAPER DUE 10 Ch. 15-18 HAND OUT FINAL EXAM (DUE 12/12) 12/3 Finals NO meeting this week. The final exam is due by 4pm on Thursday (12/12) in the sociology Week office, 736 PLC.

Readings listed for each week should be completed before class that week.

**Disclaimer: We will try to stick to this syllabus and reading schedule. However, I reserve the right to make changes. Students will be notified in class in advance. (I am not responsible for those absent from class).

125 KEEPING TRACK OF YOUR CLASS GRADE Richard York

Grading

I do not grade on a curve – the grades are based on points alone. Note, however, that in the unlikely event that the overall average grade for the class is particularly low, I may give everyone a set number of points in order to improve the average – i.e., any potential changes to the grading system will only serve to improve your grade and will be given fairly to everyone. The points scale listed below is for undergraduates only – for graduate students the same percentage scale will be used, but there are a total of 250 points possible.

A - Superior, a mark of excellence D - Passing but needs improvement A+ 195-200 points (97.5 – 100%) D+ 130-139 points (65 – 69.5%) A 186-194 points (93 – 97%) D 120-129 points (60 – 64.5%) A- 180-185 points (90 – 92.5%) B - Outstanding, very good F - below 60% is not a passing grade B+ 175-179 points (87.5 – 89.5%) B 166-174 points (83 – 87%) B- 160-165 points (80 – 82.5%) C - Good, average for most college students C+ 155-159 points (77.5 – 79.5%) C 146-154 points (73 – 77%) C- 140-145 points (70 – 72.5%)

Project proposal (20 points) ______

Mid-term Exam (50 points) ______

Final project paper (60 points) ______

Final Exam (50 points each) ______

Various in class activities (20 points) ______

TOTAL EARNED ______

Divide total earned by total possible to get your percentage: TOTAL EARNED =% 200 (possible)

126 POLITICAL ECONOMY OF THE ENVIRONMENT Sociology 500

Sammy Zahran University of Tennessee at Knoxville

In the future, the continued degradation of natural resources, shortcomings in environmental responses, and renewable resource constraints may increasingly lead to food insecurity and conflict situations. Changes in global biogeochemical cycles and the complex interactions between environmental problems such as climate change, ozone depletion, and acidification may have impacts that will confront local, regional, and global communities with situations they are unprepared for. Previously unknown risks to human health are becoming evident from the cumulative and persistent efforts of a whole range of chemicals, particularly the persistent organic pollutants. The effects of climate variability and change are already increasing the incidence of familiar public health problems and leading to new ones, including a more extensive reach of vector borne diseases and a higher incidence of health-related illness and mortality. If major policy reforms are not implemented quickly, the future might hold more such surprises. United Nations Global State of the Environment Report

COURSE DESCRIPTION

This seminar course examines environmental phenomena from a political economic standpoint. Topics covered in this course include theories of political economy, the role of environmental sociology in explaining the human dimension of the environment, the nature of the modern environmental state, national and grassroots political responses to environmental hardships and grievances, the political economy of land use and distribution of environmental hazards, and societal adaptations to environmental crises. Because this course is a senior seminar, it requires active participation, critical interrogation of course readings, and lively intellectual discussion.

REQUIRED TEXTS Cable, Sherry & Cable, Charles. 1995. Environmental Problems, Grassroots Solutions: The Politics of Grassroots Environmental Conflict. New York, NY: St. Martin’s Press.

O’Conner, Martin. 1994. Is Capitalism Sustainable? Political Economy and the Politics of Ecology. New York, NY: Guilford Press.

Schnaiberg, Allan & Gould, Kenneth Alan. 1994. Environment and Society: The Enduring Conflict. New York, NY: St. Martin’s Press

Cole, Luke W. & Foster, Sheila R. 2001. From the Ground Up: Environmental Racism and the Rise of the Environmental Justice Movement. New York, NY: New York University Press.

Bellamy Foster, John. 1994. The Vulnerable Planet: A Short Economic History of the Environment. New York, NY: Monthly Review Press.

COURSE OBJECTIVES

1. Provide students with a repertory of concepts and theories to understand the impact of political economic arrangements on environmental phenomena.

127 2. Introduce students to methodological and philosophical issues with regard to the reciprocal relationship between society and the environment.

3. Improve students’ critical thinking and writing skills through intensive reading and writing assignments.

4. Provide students an opportunity to conduct an in-depth political economic analysis of an environmental issue in a group setting.

5. Encourage students to think of environmental problems from a critical standpoint to rise above personal indifferences to public issues.

COURSE REQUIREMENTS AND EVALUATION

REFLECTION ESSAYS

Reflection essays provide students an opportunity to interact critically with course materials, allowing for clarification thoughts, and preparation for meaningful class discussion. Reflection essays must incorporate assigned readings with proper annotation and citation method. Students are responsible for completion of four of eight reflection essays. Reflection essays are worth 50 points each, totaling 200 points. No late reflection essays will be accepted, and no more than 4 reflections essays will be graded.

1. Contrast the various approaches to understanding political economic arrangements in society. Due September 11th. 2. Detail the various human impacts on the . Due September 18th. 3. Justify the role of social science in explaining the human dimension of environmental phenomena. Due October 4th. 4. React to the following statement: The modern capitalist state is an instrument of the with regard to environmental policy. Due October 25th. 5. Explain, roots, rise, and significance of the modern environmental movement to the political economy of society. Due November 6th. 6. What are the causes of grassroots environmentalism? Due November 15th. 7. React to the following statement: Economic factors, not race, bear much of the explanatory weight for the geographic distribution of undesirable land-uses. Due December 4th. 8. Is capitalist mode of production sustainable? Due December 11th.

ATTENDANCE, PARTICIPATION AND DISCUSSION

Students are expected to attend all classes and actively participate by completing all required reading. Students who do not attend class will not be able to pass this course. Students are advised strongly to notify me in advance of any absences for which they wish to be excused. Each class period students (as assigned in class) will be responsible for leading class discussion. This involves a 20-25 minute informal presentation of the assigned reading, providing a summary and critical analysis. Students leading class discussion are responsible for providing each class member with a handout. Participation is worth a maximum of 100 points toward the final course grade. GROUP PROJECT

128 The purpose of the group project is to conduct an in-depth, political economic investigation of an environmental issue at the municipal, provincial, or national level. The group project comprises five components:

1. Project Proposal (1-2 pages) outlining broadly the research topic. Due September 18th. Worth 25 points. 2. Progress Report (5-7 pages). Due October 9th. Worth 25 points. 3. Rough Draft of research paper (10-15 pages). Due November 20th. Worth 25 points. 4. Group Presentation of research (20 minutes plus 10 minutes of question and answer). December 11th. Worth 25 points. 5. Final Draft (15-20 pages, properly cited and footnoted). Due December 6th. Worth 100 points.

FINAL GRADE SCALE

The total number of points you earn on reflection essays, participation and group project determine your grade.

A 450+ points B+ 440-449 points B 400-439 points C+ 390-399 points C 350-389 points D 325-349 points F less than 324 points

INCLEMENT WEATHER POLICY

The University of Tennessee, Knoxville will remain open except in the most severe weather conditions. The Chancellor may officially close or suspend selected activities of the University because of these conditions. Campus and local radio and TV stations will be notified so that appropriate announcements may be made. If the University remains open, faculty and staff are expected to make every reasonable effort to maintain their regular work schedules, but are advised to avoid undue risks in traveling. Students who are absent due to weather conditions are responsible for missed class work, and it is the instructor’s responsibility to provide reasonable opportunity for students to make up missed work or exams.

DISABILITY SERVICES

If you need course adaptations or accommodations because of a documented disability or if you have emergency information to share, please contact the Office of Disability Services at 191 Hoskins Library at 974-6087. This will ensure that you are registered properly for services.

ACADEMIC HONOR STATEMENT

An essential feature of The University of Tennessee, Knoxville is a commitment to maintaining an atmosphere of intellectual integrity and academic honesty. All students are expected to abide by The University of Tennessee Honor Statement, which reads:

As a student of the University, I pledge that I will neither knowingly give nor receive any inappropriate assistance in academic work, thus affirming my personal commitment to honor and integrity.

TENTATIVE SCHEDULE

129 Section I: Theories of Political Economy, Power and Capital Accumulation

Week 1 R August 23 Introduction

Week 2 T August 28

Caporaso, James and Levine, David. (1992). Theories of Political Economy. New York, NY: Cambridge University Press. Chapter 1: Politics and Economics.

Riddell, Tom, Shackelford, Jean, Stamos, Steven, and Schneider, Geoff. (2002). Economics: A Tool for Critically Understanding Society. New York, NY: Addison Wesley & Benjamin Cummings. Chapter 3: The Evolution of Economic Systems.

R August 30

Riddell, Tom, Shackelford, Jean, Stamos, Steven, and Schneider, Geoff. (2002). Economics: A Tool for Critically Understanding Society. New York, NY: Addison Wesley & Benjamin Cummings. Chapter 6: The Marxian Critique of Capitalism.

Caporaso, James and Levine, David. (1992). Theories of Political Economy. New York, NY: Cambridge University Press. Chapter 5: Keynesian Political Economy.

Week 3 T September 4

Mills, C. Wright. (1993). The Structure of Power in American Society (161-169). In Marvin E. Olsen & Martin N. Marger (Eds.), Power in Modern Societies. Boulder, CO: Westview Press.

Block, Fred. (1993). The Ruling Class Does Not Rule, 295-305. In Marvin E. Olsen & Martin N. Marger (Eds.), Power in Modern Societies. Boulder, CO: Westview Press.

Section II: Inventory of Human Impact on the Environment

R September 6

Bellamy Foster, John. (1994). The Vulnerable Planet: A Short Economic History of the Environment. New York, NY: Monthly Review Press. Chapter 1: The Ecological Crisis, 11-33.

Barnett, Harold C. (1994). Toxic Debts and the Superfund Dilemma. Chapel Hill, NC: University of North Carolina Press. Chapter 2: Production, Disposal, and Contamination, 9-30.

130 Week 4 T September 11 Bellamy Foster, John. (1994). The Vulnerable Planet: A Short Economic History of the Environment. New York, NY: Monthly Review Press. Chapter 6: The Vulnerable Planet 108-124.

Southwick, Charles H. (1996). Global Ecology in Human Perspective. New York, NY: Oxford University Press. The Crisis in Biodiversity, 245-264.

R September 13 FILM: Koyaanisqatsi (Life Out of Balance).

Section III: Theorizing the Human Dimension: Political Economy of the Environment

Week 5 T September 18

Riley E. Dunlap. (1997). The Evolution of Environmental Sociology: A Brief History and Assessment of the American Experience (21-39). In M. Redclift and G. Woodgate (Eds.) The International Handbook of Environmental Sociology. Edward Elgar.

Buttel, Frederick H. (1995). Social Institutions and Environmental Change (40-54). In M. Mehta & E. Oullet (Eds.), Environmental Sociology: Theory and Practice. New York, NY: Captus Press.

R September 20

Cable, Sherry & Cable, Charles. (1995). Environmental Problems, Grassroots Solutions: The Politics of Grassroots Environmental Conflict. New York, NY: St. Martin’s Press. Chapter 1: Of Environmental Sociology and the Butterfly Effect, 1-9.

Cable, Sherry & Cable, Charles. (1995). Environmental Problems, Grassroots Solutions: The Politics of Grassroots Environmental Conflict. New York, NY: St. Martin’s Press. Chapter 2: The Environment According to Sociology, 10-19.

Cable, Sherry & Cable, Charles. (1995). Environmental Problems, Grassroots Solutions: The Politics of Grassroots Environmental Conflict. New York, NY: St. Martin’s Press. Chapter 3: And Industry Shall Inherit the Earth, 26-36.

Week 6 T September 25

Schnaiberg, Allan & Gould, Kenneth Alan. (1994). Environment and Society: The Enduring Conflict. New York, NY: St. Martin’s Press. Chapter 2: Society as the Enemy of the Environment: Battle Plans for the Assault, 22-39.

Schnaiberg, Allan & Gould, Kenneth Alan. (1994). Environment and Society: The Enduring Conflict. New York, NY: St. Martin’s Press. Chapter 3: Economic Organizations in the Treadmill of Production: How and Why they Create Environmental Disruptions, 45-65.

131 R September 27

Schnaiberg, Allan & Gould, Kenneth Alan. (1994). Environment and Society: The Enduring Conflict. New York, NY: St. Martin’s Press. Chapter 4: Treadmill Predispositions and Social Responses: Population, Consumption, and Technological Change, 68-89.

Schnaiberg, Allan & Gould, Kenneth Alan. (1994). Environment and Society: The Enduring Conflict. New York, NY: St. Martin’s Press. Chapter 5: Lubricating the Treadmill: The Role of Institutions, 92- 117.

Section IV: Modern Capitalist State and Environmental Policy

Week 7 T October 2

Marger, Martin N. (1999). Social Inequality: Patterns and Processes. Mountain View, CA: Mayfield Publishing Company. Chapter 7: Public Policy and the Class System, 164-189.

Buttel, Frederick H. (1985). Environmental Quality and the State: Some Political-Sociological Observations on Environmental Regulation. Research in , 1, 167-188.

R October 4

Barnett, Harold C. (1994). Toxic Debts and the Superfund Dilemma. Chapel Hill, NC: University of North Carolina Press. Chapter 3: Conflict, Regulation, and the State, 31-50.

Freudenburg, William R. (1993). Risk and Recreancy: Weber, the Division of Labor, and the Rationality of Risk Perceptions. Social Forces, 71 (4), 909-932.

Week 8 T October 9

Cable, Sherry & Cable, Charles. (1995). Environmental Problems, Grassroots Solutions: The Politics of Grassroots Environmental Conflict. New York, NY: St. Martin’s Press. Chapter 4: Live Long and Prosper, 37-51.

FitzSimmons, Margaret, et al. (1994). Environmentalism and the Liberal State (198-216). In Martin O’Connor (Ed.), Is Capitalism Sustainable? Political Economy and the Politics of Ecology. New York, NY: The Guilford Press.Cable,

R October 11 No Class - Fall Break

Week 9 T October 16

Kraft, Michael E. and Vig, Norman J. (1994). Environmental Policy from the 1970s to the 1990s: An Overview (1-30). In Norman J. Vig and Michael E. Kraft (eds.), Environmental Policy in the 1990’s: Toward a New Agenda. Washington, D.C: Congressional Quarterly Press.

132 Ingram, Helen M. and Dean E. Mann. (1989). Interest Groups and Environmental Policy (135-157). In James P. Lester (ed.), Environmental Politics and Policy: Theories and Evidence. Durham: Duke University Press.

Section V: Political Economy of the Environmental Movement

R October 18

Schnaiberg, Allan. (1980). The Environment: From Surplus to Scarcity. New York, NY: Oxford University Press. Chapter 8: The Environmental Movement, 362-411.

Humphrey, Craig R. and Buttel, Frederick H. (1986). Environment, Energy, and Society. Malabar, FL: Krieger Publishing Company. Chapter 5: The Environmental Movement: Historical Roots and Current Trends, 111-136.

Week 10 T October 23

Cable, Sherry & Cable, Charles. (1995). Environmental Problems, Grassroots Solutions: The Politics of Grassroots Environmental Conflict. New York, NY: St. Martin’s Press. Chapter 6: Rumblings from Below, 67-89

Gale, Richard P. (1986). Social Movements and the State: The Environmental Movement, Countermovement, and Government Agencies. Sociological Perspectives, 29 (2), 202-240.

R October 25

Dunlap, Riley E. and Angela G. Mertig. (1992). The Evolution of the U.S. Environmental Movement from 1970 to 1990: An Overview (1-10). In Riley E. Dunlap and Angela G. Mertig (Eds.), American Environmentalism: The U.S. Environmental Movement, 1970-1990. Philadelphia, PA: Taylor and Francis.

Mitchell, Robert Cameron, Angela G. Mertig, and Riley E. Dunlap. (1992). Twenty Years of Environmental Mobilization: Trends Among National Environmental Organizations (11-26). In Riley E. Dunlap and Angela G. Mertig (Eds.), American Environmentalism: The U.S. Environmental Movement, 1970-1990. Philadelphia, PA: Taylor and Francis.

Section VI: Political Economy of Grassroots Environmentalism

Week 11 T October 30

Cable, Sherry & Benson, Michael. (1993). Acting Locally: Environmental Injustice and the Emergence of Grass-roots environmental Organizations. Social Problems, 40, 4, 464-477.

Krauss, Celene. (1989). Community Struggles and the Shaping of Democratic Consciousness. Sociological Forum 4:227-239.

133 R November 1

Cole, Luke W. & Foster, Sheila R. (2001). From the Ground Up: Environmental Racism and the Rise of the Environmental Justice Movement. New York, NY: New York University Press. Chapter 5: Processes of Struggle: Grassroots Resistance and the Structure of Environmental Decision Making, 103- 132.

Cable, Sherry & Cable, Charles. (1995). Environmental Problems, Grassroots Solutions: The Politics of Grassroots Environmental Conflict. New York, NY: St. Martin’s Press. Chapter 8: Environmental Injustices 103-115.

Week 12 T November 6

Krauss, Celene. (1993). Women and Toxic Waste Protests: Race, Class and Gender as Resources of Resistance. Qualitative Sociology 16: 247-262.

Lichterman, Paul. (1995). Piecing Together Multicultural Community: Cultural Differences in Community Building Among Grass-Roots Environmentalists. Social Problems 42 (4): 513-524.

Section VII: Political Economy of Environmental Justice and Racism

R November 8

Cole, Luke W. & Foster, Sheila R. (2001). From the Ground Up: Environmental Racism and the Rise of the Environmental Justice Movement. New York, NY: New York University Press. Chapter 1: A History of the Environmental Justice Movement, 19-33.

Cole, Luke W. & Foster, Sheila R. (2001). From the Ground Up: Environmental Racism and the Rise of the Environmental Justice Movement. New York, NY: New York University Press. Chapter 2: The Political Economy of Environmental Racism: Chester Residents Concerned for Quality of Life, 34-52.

Week 13 T November 13

Been, Vicki. (1995). Analyzing Evidence of Environmental Justice. Journal of Land Use and Environmental Law, 11 (1), 1-36.

Szasz, Andrew and Michael Meuser. (1997). Environmental Inequalities: Literature Review and Proposals for New Directions in Research and Theory. Current Sociology 45 (3): 99-120.

R November 15

Been, Vicki, & Gupta, Francis. (1997). Coming to the Nuisance or Going to the Barrios? A Longitudinal Analysis of Environmental Justice Claims. Ecology Law Quarterly, 24 (1), 1-56.

Anderton, Douglas L., Anderson, Andy B., Oakes, John Michael, & Fraser, Michael R. (1994). Environmental Equity: The Demographics of Dumping. Demography, 31 (2), 229-247.

134 Week 14 T November 20

Pellow, David N. (2000). Environmental Inequality Formation: Toward a Theory of Environmental Injustice. American Behavioral Scientist 43 (4): 581-601.

Cole, Luke W. & Foster, Sheila R. (2001). From the Ground Up: Environmental Racism and the Rise of the Environmental Justice Movement. New York, NY: New York University Press. Chapter 3: Environmental Racism: Beyond the Distributive Paradigm, 54-79.

R November 22 No Class - Thanksgiving Break

Week 15 T November 27

Capek, Stella M. (1993). The ‘Environmental Justice’ Frame: A Conceptual Discussion and an Application. Social Problems 40:5-24.

Cable, Sherry & Shriver, Thomas. (1995). Production and Extrapolation of Meaning in the Environmental Justice Movement. Sociological Spectrum, 15:419-442.

Section VIII: Ecological Modernization and the Sustainability of Capitalism

R November 29

Blowers, Andrew. (1997). “Environmental Policy: Ecological Modernisation or the Risk Society?” 34 (5-6): 845-871.

Dryzek, John S. (1994). Ecology and Discursive Democracy (176-197). In Martin O’Connor (Ed.), Is Capitalism Sustainable? Political Economy and the Politics of Ecology. New York, NY: The Guilford Press.

Week 16 T December 4

O’Connor, James. (1994). Is Sustainable Capitalism Possible? (152-175). In Martin O’Connor (Ed.), Is Capitalism Sustainable? Political Economy and the Politics of Ecology. New York, NY: The Guilford Press.

Bellamy Foster, John. (1994). The Vulnerable Planet: A Short Economic History of the Environment. New York, NY: Monthly Review Press. Chapter 7: The of Nature, 125-142.

R December 6 Group Presentations

135 ENVIRONMENTAL SOCIOLOGY Sociology 320

Stephen Zavestoski University of San Francisco

Overview Most people see the physical environment as something to be scientifically understood and technologically managed. This perspective overlooks the fact that the characteristics of societies—their cultures, traditions, beliefs, values, institutions, etc.—figure in the ways that humans relate to the environment. The purpose of this course is to explore the ways in which the characteristics of human societies—with an emphasis on Western Industrial societies like the Unites States—influence human/environment relationships.

Key questions that will guide us through the course include • What influences the ways that humans relate to the environment? • What are the social and environmental consequences of various ways of relating to and using the environment? • What are the roles of science and technology, the government and the economy, and/or religion and culture in relating humans to the environment?

In addressing these questions, we will consider multiple perspectives, integrate knowledge from various disciplines in order to arrive at a comprehensive picture of human/environment relationships, and engage in discussion and thinking aimed at identifying the social, cultural, structural, and ecological constraints and opportunities for developing a sustainable human/environment relationship.

Our objective is not to identify evidence that human uses of the environment are resulting in various types of environmental crises. We will assume that on some level—whether large or small, local or global— this is already the case. Given this assumption, it might seem that one objective of the course will be to seek solutions to existing environmental problems. Rather than seeking solutions, our aim will be to explore the social complexities of environmental problems. Through this process we will identify possible essential elements in specific and general solutions to environmental dilemmas.

136

Student Learning Outcomes By the end of the course, it is expected that the student will: 1) Be a more critical observer of the relationship between humans and the environment; 2) Understand how sociological perspectives provide insight into environmental problems; 3) Be able to convey in writing the social components of a specific environmental problem; 4) Be able to convey verbally the social components of a specific environmental problem

Teaching Philosophy Learning is a process of self-improvement and self-realization that requires us to open our minds up and challenge our taken-for-granted assumptions about the world. It is not a process of merely acquiring information. Given this, the course is designed to provide us with a common language that we can use to question our conventional notions of reality. Such questioning is most effective when we relate individual experiences, then discuss and debate how such experiences apply to the ideas and theories presented in the readings.

In order for this learning process to be effective, it is necessary that we all have a certain amount of shared knowledge and understanding. This is where the course readings come in. If we all come to class knowing that we have read the same information, that information can serve as a basis for us to exchange ideas, relate experiences, and broaden our perspectives.

Class structure Time spent in class will be devoted to a combination of discussion, in-class exercises, group activities, and occasional lectures. In order to keep up with the class, and to participate in the discussions and in-class exercises, all students will come to class each Monday having completed all of the readings indicated on the syllabus for that week.

Attendance—though attendance will not be taken regularly, it is my belief that poor attendance is a reflection of a student’s indifference toward her/his education. In addition, absences may disrupt class activities requiring a group effort, and/or may result in a failure to learn of assignments, due date changes, and other important information.

Exams—There will be a take-home final exam which will require you to demonstrate your understanding of the readings and your ability to compare/contrast and integrate various ideas. (30 points)

Quizzes/Assignments—Five quizzes and/or assignments (5 points each) will be given/due on unscheduled dates (i.e., pop quizzes). Each quiz will require you to answer a question drawing on the readings for that week. The assignments will generally be brief writing exercises. Quiz make-ups will not be offered unless you have an officially excused absence on that day. (25 points total)

Group Projects—Each group will be responsible for a presentation on a chosen topic. You will be responsible for providing readings for the rest of the class, presenting material on your chosen topic/issue, and leading discussion (10 points). Based on what you learned in preparing to lead the class, you will write a group research paper

137 detailing the topic and reflecting on possible causes of, and solutions to, the problem (15 points). (25 points total)

Class Participation—Because a large part of the course will include discussion and other in-class activities, participation is an important part of the class. In case you are not inclined to be very talkative in class discussions, please arrange to see me so we can work out an agreement that will allow you to get your participation points. (20 points)

Grades—100 points are possible. Letter grades will be based on a typical 100-point scale: A=93-100; A-=90-92; B+=87-89; B=83-86; B-=80-83 etc.

Assignment Standards The take-home final exam, the group paper, and any other take-home assignments should be submitted to me via Microsoft Word email attachment before 5 p.m. on the due date. These should be double-spaced, in a 12-point font, and with one-inch margins. Proper credit should be given to other sources where ideas you discuss are not your own. Proper citation format includes the author, year, and page, when necessary (Taylor 1991: 256), in the text. When referring directly to the author in the text, use just the year and page. Example: Morgan (1987: 121) uses an informal, rather than sociological, definition of alienation in her analysis of suicide.

Your list of references should use the format used in the “Required Texts” section below.

All written assignments will be returned ungraded if any of the following mistakes are made:

Incorrect use of “their,” “there,” and “they’re;” Incorrect use of “its” and “it’s;” Incorrect use of possessives (i.e., apostrophes)

You may fix the mistakes and resubmit the assignment the next day without a penalty. Mistakes on the re- write will result in an automatic grade reduction.

Official Business For anyone with any type of disability or special needs, accommodations can be made in order to ensure that the classroom is accessible and that your needs are met. Please inform me if you have special needs, and I will be happy to make the necessary adjustments to accommodate you.

Cheating is unethical, and will not be tolerated under any circumstances. Cheating is not limited to examinations. I consider turning in someone else’s work, copying from someone else, and plagiarism, among other things, as cheating. Those who are caught cheating will receive an automatic F on the assignment and appropriate institutional action will be taken. There should be no need to cheat. I am always available if you need an assignment explained, if you need help, or if you just need ideas on how to get started on an assignment.

138 Required Texts (Available in the Bookstore) Anderson, E.N. 1996. Ecologies of the Heart. New York: Oxford University Press. Bell, Michael Mayerfeld. 1998. An Invitation to Environmental Sociology. Thousand Oaks, CA: Pine Forge Press. Botkin, Daniel. 1998. Discordant Harmonies. New York: Oxford University Press. Callenbach, Ernest. 1975. Ecotopia. New York: Bantam.

Reading Schedule

EH=Ecologies of the Heart IES=An Invitation to Environmental Sociology EC=Ecotopia DH=Discordant Harmonies

PART I: THE HUMAN RELATIONSHIP TO THE ENVIRONMENT DATES WEEK ONE—HUMANS AND THE ENVIRONMENT Aug. 26, 28 Read: 1. Syllabus 2. Handout 3. EH Ch. 1 4. DH Intro

WEEK TWO—WHAT ARE OUR “ENVIRONMENTAL PROBLEMS”? Sept. 4 Read: 1. IES Ch. 1

WEEK THREE—CONSUMPTION AND THE ENVIRONMENT Sept. 9, 11 Read: 1. IES chapters 2-3 2. Mark Sagoff “Do we Consume Too Much?” http://www.theatlantic.com/issues/97jun/consume.htm Video: “Affluenza”

WEEK FOUR—ENVIRONMENTAL BELIEFS, ATTITUDES and CONCERN I Sept. 16, 18 Read: 1. IES Chapters 5-7

WEEK FIVE— ENVIRONMENTAL BELIEFS, ATTITUDES and CONCERN II Sept. 23, 25 Read: 1. IES Chapter 8 2. EH Ch. 2, 4-5

WEEK SIX— ENVIRONMENTAL BELIEFS, ATTITUDES and CONCERN III Sept. 30, Oct. 2 Read: 1. EH 6-8

WEEK SEVEN— ENVIRONMENTAL BELIEFS, ATTITUDES and CONCERN IV Oct. 7, 9 Read: 1. EH 9-11

PART II: APPLYING ENVIRONMENTAL SOCIOLOGY

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WEEK EIGHT—SUBURBAN SPRAWL Oct. 14, 16 Read: 1. internet resources: http://www.sierraclub.org/sprawl/ http://www.sprawlwatch.org/ http://www.theatlantic.com/issues/96sep/kunstler/kunstler.htm http://www.theatlantic.com/politics/sprawl.htm

WEEK NINE—INFECTIOUS DISEASE: THE CASE OF WEST NILE VIRUS Oct. 21, 23 Read: 1. handouts 2. internet resources: http://www.westnilefever.com http://www.cdc.gov/ncidod/dvbid/westnile/index.htm

WEEK TEN—SCIENCE, DEMOCRACY AND ENVIRONMENT I Oct. 28, 30 Read: 1. DH Ch. 1-7 Video: Frontline “Fooling with Nature”

WEEK ELEVEN—SCIENCE, DEMOCRACY AND ENVIRONMENT II Nov. 4, 6 Read: 1. DH 8-12 and postscript

WEEK TWELVE—ENVIRONMENT AND HEALTH I Nov. 11, 13 Read: TBD

WEEK THIRTEEN—ENVNIRONMENT AND HEALTH II Nov. 18, 20 Read: TBD

WEEK FOURTEEN— TOWARDS AN ECOTOPIA Nov. 25, 27 Read: 1. EC entire book

WEEK FIFTEEN—GROUP PRESENTATIONS Dec. 2, 4

140 HEALTH AND THE ENVIRONMENT Sociology 390

Stephen Zavestoski University of San Francisco

Throughout the world we are witnessing an increasing number of illnesses and diseases due to our own environmental pollution. In order to understand this trend, this course will begin with an overview of sociological perspectives on health and illness. We will explore questions such as:

♦ What is “health?” ♦ How do people become ill? ♦ What is the role of the sick person in society? ♦ How do social institutions, such as medicine, work, religion, gender, race, and class, affect people’s health?”

From there, we will begin investigating how illness is related to human-caused environmental problems such as air and water pollution. In looking at the links between health and the environment, we will address how the social construction of scientific knowledge shapes illness, how people with environmental illness mobilize to identify the causes of their condition, and how health policy gets shaped. We will focus on a variety of diseases and conditions, including:

Breast cancer Prostate cancer childhood leukemia autism Alzheimer’s Asthma

What is known about these diseases? What are the symptoms and prognoses? Who gets them? How are they treated? How does society react to them? Are they caused by environmental pollution? If we do not know whether they are, why not?

Student Learning Outcomes By the end of the course, it is expected that the student will:

1) Understand the basic social factors the influence human health and illness; 2) Understand the ways in which human activities alter the environment, and how these alterations affect human health;

141 3) Be able to identify the challenges a disease group faces in linking its condition to environmental causes; 4) Acquire sufficient tools of sociological analysis to think critically about the roles of science, medicine, government, and media in obstructing or pursuing arguments of environmental causation; 5) Be able to offer a comprehensive account, verbally and in writing, of a particular disease condition and the efforts of those with the disease to identify environmental causes.

Teaching Philosophy Learning is a process of self-improvement and self-realization that requires us to open our minds up and challenge our taken-for-granted assumptions about the world. It is not a process of merely acquiring information. Given this, the course is designed to provide us with a common language that we can use to question our conventional notions of reality. Such questioning is most effective when we relate individual experiences, then discuss and debate how such experiences apply to the ideas and theories presented in the readings.

In order for this learning process to be effective, it is necessary that we all have a certain amount of shared knowledge and understanding. This is where the course readings come in. If we all come to class knowing that we have read the same information, that information can serve as a basis for us to exchange ideas, relate experiences, and broaden our perspectives.

Class structure Time spent in class will be devoted to a combination of discussion, in-class exercises, group activities, and occasional lectures. In order to keep up with the class, and to participate in the discussions and in- class exercises, all students will come to class each Monday having completed all of the readings indicated on the syllabus for that week. The readings will include the required texts listed below, as well as a number of articles (available on Blackboard or as handouts), and occasional articles or websites on the Internet.

Everything you will need for the course is available on Blackboard. This includes assignment descriptions, your grades, and announcements of due dates assigned and/or changes to those dates.

Grades will be calculated based on the following components (weighted as indicated):

Class Participation (20%)—Because a large part of the course will include discussion and other in-class activities, participation is an important part of the class. Your participation grade includes several components.

Attendance: Though attendance will not be taken regularly, it is my belief that poor attendance is a reflection of a student’s indifference toward her/his education. After your third absence, your participation grade will suffer. In addition, absences may disrupt class activities requiring a group effort, and/or may result in a failure to learn of assignments, due date changes, and other important information. Please learn of missed assignments from other students in class. I cannot respond to everyone’s inquiries about what was missed when you were absent.

Discussion: Much of each class period will entail group discussion. This may take place in small groups, or as an entire class. Your contributions to these discussions will make up another part of your participation grade. See the document “Discussion Guidelines” under the Course Documents link in Blackboard to learn more about discussion

142 expectations. Some students are not inclined to talk in class. If this is the case, I urge you to speak with me so we can set some goals that will allow you to get class participation points.

Blackboard: There will be a number of occasions when you will be asked to contribute to an online discussion on Blackboard. For each of these occasions, the expectations for your participation will be specified.

Exams (25%)—There will be a take-home mid-term weighted 10% and take-home final weighted 15%. These exams will require you to demonstrate your understanding of the readings and your ability to compare, contrast and integrate various ideas.

Quizzes/Assignments (25%)—Five quizzes and/or assignments (weighted 5% each) will be given/due on unscheduled dates. These may be in the form of short in-class essays responding to course readings, or they may be 1-2 page papers on a topic related to the course. Quiz make-ups will not be offered unless you have an officially excused absence on that day.

Research Project (30%)—You will have the option of working alone or in groups of 2-3. Expectations will vary depending on whether you are working individually or in a group of two or three. The “Course Assignments” link on Blackboard has a detailed description of the project and its due dates. Each individual or group will turn in a paper as well as give a presentation in class. Grading For each assignment, including class participation, you will receive a grade based on 100 points. These grades will then be weighted according to the percentages indicated above. Your final semester grade will be based on 100. Letter grades will be determined as follows:

<60 = F 80-82 = B- 60-62 = D- 83-86 = B 63-66 = D 87-89 = B+ 67-69 = D+ 90-92 = A- 70-72 = C- >93 = A 73-76 = C 77-79 = C+

There will be no rounding of grades. There may be an extra credit opportunity, but I would urge you to work your hardest on each assignment so that your grade reflects the effort you put into your work. Students who seek extra credit opportunities often do so to make up for mediocre efforts they put into assignments.

Assignment Standards The take-home exams, the disease project, and any other take-home assignments should be submitted to me using the Digital Dropbox available through the “Tools” link in Blackboard. Your documents should be in Microsoft Word format and placed in the dropbox before 5 p.m. on the due date.

Assignments should be double-spaced, in 12-point Times New Roman, and with one-inch margins on all sides. Proper credit should be given to other sources where ideas you discuss are not your own. Proper citation format includes the author, year, and page, when necessary (Taylor 1991: 256), in the text. When

143 referring directly to the author in the text, use just the year and page. Example: Morgan (1987: 121) uses an informal, rather than sociological, definition of alienation in her analysis of suicide. You can also use the “External Links” button on Blackboard to link to a thorough description of how to cite your sources (print or electronic).

All written assignments will be returned ungraded if any of the following mistakes are made:

Incorrect use of “their,” “there,” and “they’re;” Incorrect use of “its” and “it’s;” Incorrect use of possessives (i.e., apostrophes)

You may fix the mistakes and resubmit the assignment the next class period without a penalty. Mistakes on the re-write will result in an automatic grade reduction. I will also return ungraded any papers that would have received less than a C. You will be given one week to revise and resubmit the paper. Consider these chances to re-write your papers a form of “extra credit.”

Official Business For anyone with any type of disability or special needs, accommodations can be made in order to ensure that the classroom and learning environment are accessible. Please inform me if you have special needs, and I will be happy to make the necessary adjustments to accommodate you.

Cheating is unethical, and will not be tolerated under any circumstances. Cheating is not limited to examinations. I consider turning in someone else’s work, copying from someone else, and plagiarism, among other things, as cheating. Those who are caught cheating will receive an automatic F on the assignment and appropriate institutional action will be taken. There should be no need to cheat. I am always available if you need an assignment explained, if you need help, or if you just need ideas on how to get started on an assignment.

Course texts (Required) CIC=Balshem, Martha. 1993. Cancer in the Community: Class and Medical Authority. Washington, DC: Smithsonian Institution Press. ISBN: 1560982519. NSP=Brown, Phil. 1997 (Reprint Edition). No Safe Place: Toxic Waste, Leukemia, and Community Action. University of California Press. ISBN: 0520212487. SS=Carson, Rachel. 1994 (Reprint Edition). Silent Spring. Mariner Books. ISBN: 0395683297. HISB=Freund. Peter E. S., and Meredith B. McGuire. 1999. Health, Illness, and the Social Body: A Critical Sociology (3rd Ed.). Upper Saddle River, NY: Prentice Hall. ISBN: 0138970750. LD=Steingraber, Sandra. 1998. Living Downstream: A Scientist’s Personal Investigation of Cancer and the Environment. New York: Vintage Books. ISBN: 0375700994. IE=Kroll-Smith, Steve, Phil Brown, and Valerie J. Gunter. 2000. Illness and the Environment: A Reader in Contested Medicine. New York: NYU Press. ISBN: 0814747299.

Reading Schedule DATES WEEK ONE—WHAT IS HEALTH? Jan. 28, 30 Read: 1. Syllabus 2. HISB Ch. 1

WEEK TWO—WHO GETS SICK AND WHY? Feb. 4, 6 Read: 1. HISB Ch. 2-4

144 WEEK THREE—WHAT DOES IT MEAN TO GET SICK (Emotions, Social Support, and Self)Feb. 11, 13 Read: 1. HISB Ch. 5-7 Due: Project Topic and abstract (2/11)

WEEK FOUR—HOW DO WE KNOW WHAT WE KNOW? (Part I) Feb. 18, 20 Read: 1. HISB Ch. 8-9 2. CIC Ch. 1

WEEK FIVE—HOW DO WE KNOW WHAT WE KNOW? (Part II) Feb. 25, 27 Read: 1. IE Ch. 1-4, Due: Research plan (2/25)

WEEK SIX—WHAT DO WE KNOW ABOUT DISEASES AND THE ENVIRONMENT? Mar. 4, 6 Read: 1. Web readings on autism, leukemia, Alzheimer’s, Parkinson’s (on blackboard) 2. IE Ch. 22

WEEK SEVEN—ENVIRONMENTAL RISKS TO PUBLIC HEALTH Mar. 11, 13 Read: 1. SS Due: Midterm (3/11)

SPRING RECESS Mar. 17-21

WEEK EIGHT—PUBLIC RESPONSES TO ENVIRONMENTAL HAZARDS (Part I) Mar. 25, 27 Read: 1. CIC Ch. 2-6

WEEK NINE—PUBLIC RESPONSES TO ENVIRONMENTAL HAZARDS (Part II) Apr. 1, 3 Read: 1. IE Ch. 13, 16 2. Zavestoski et al. 2002. “Toxicity and Complicity” Due: Literature Review (4/3)

WEEK TEN—TOXIC CONTAMINATION CASE STUDIES (Part I) Apr. 8, 10 Read: 1. NSP

WEEK ELEVEN—TOXIC CONTAMINATION CASE STUDIES (Part II) Apr. 15, 17 Read: 1. IE Ch. 11, 14-15, 24

145 WEEK TWELVE—ALTERNATIVE APPROACHES TO ENVIRONMENTAL CAUSATION Apr. 22, 24 Read: 1. LD 2. IE Ch. 19 Due: Data Analysis (4/24)

WEEK THIRTEEN—DISEASE FOCUS: CANCER Apr. 29, May 1 Read: 1. Fishman. 2000. “Assessing breast cancer: Risk, science and environmental activism in an ‘at risk’ community.” 2. Assorted web sites (on blackboard)

WEEK FOURTEEN—STUDENT PRESENTATIONS May 6, 8 Due: Final Research Project (5/8)

WEEK FIFTEEN—STUDENT PRESENTATIONS May 13, 15

146

GRADUATE-LEVEL SYLLABI AND INSTRUCTIONAL MATERIALS

ENVIRONMENTAL SOCIOLOGY

147 Sociology/Rural Sociology 748

Michael M. Bell University of Wisconsin-Madison

“The real issues in sustainability aren’t technical,” an agronomist said to me a couple of years ago, “they’re social.” An over-statement perhaps—sustainability certainly also involves many real, and often difficult, technical issues. But this agronomist’s words are indicative of how researchers from across the disciplines are increasingly coming to value the importance of a sociological perspective in the study of the environment. This seminar presents a graduate-level introduction into that important perspective.

The organization of the seminar, rather immodestly, roughly follows the organization of a book of mine, An Invitation to Environmental Sociology, which we will also read in the second week of the semester. I hesitate to assign my own book, fearing it might discourage debate. But it does provide a general overview and synthesis of the field. Besides, you might as well know what I think about the various topics we will cover, and I don’t want to lecture. (We will also read in the following week another overview and synthesis of the field, co-authored by another member of the Department of Rural Sociology, Fred Buttel.)

The course is intended to be an occasion to read, to write, and to discuss—not a sit-back-and-take-notes- for-the-exam class. So please accept my invitation to engage in critical, cooperative interchange with each other (including me!). That’s what a seminar should be all about. Call it the “three r’s” of a seminar: reading, ‘riting, and responding.

As for the ‘riting part, the main work of the seminar will be the preparation of 3 critiques (roughly 1000- 1500 words) of the readings and one medium-length policy review or social science essay (roughly 2500- 3000 words). The later will be the entire focus of the last few weeks of the course and will be submitted for publication to the journal Society and Natural Resources (which is edited here in the Department of Rural Sociology) at the conclusion of the semester.

Books

Beck, Ulrich. 1999. World Risk Society.

Bell, Michael M. 1998. An Invitation to Environmental Sociology.

Erikson, Kai T. 1994. A New Species of Trouble: Explorations in Disaster, Trauma, and Community.

Humphrey, Craig R., Tammy L. Lewis, and Frederick H. Buttel. 2001. Environment, Energy, and Society: A New Synthesis.

Ostrom, Elinor. 1990. Governing the Commons: The Evolution of Institutions for Collective Action.

Schor, Juliet. 1999. The Overspent American: Upscaling, Downshifting, and the New Consumer. A Note on Student Evaluation Your grade for this course will be based on the following: the three critiques (33%), the final paper (33%), and class participation (33%).

A Note on the Critiques

148 The point of the critiques is to give you a chance to develop your own views on the readings, to communicate those views to the class, and to demonstrate your command of what we’ve read thus far. The format is simple: Write a critical appraisal of some particular theme in the readings—and email the result to the class. (The critiques will be discussed in class in small groups.) The best critiques will be those that a), aptly capture the selected theme; and b) develop a coherent and distinctive argument about that theme. Give your essay a title and list beneath that the works covered in your critique. Also, note that each critique should emphasize the course material of the preceding third of the course. You may rewrite your critiques as often as you like, should you be unsatisfied with your grade. The critiques are due, in turn, on October 4th, November 1st, and November 21st.

A Note on the Final Paper The central written work of the course will be the preparation—and submission—of a 2500-3000 word (about 10 to 12 double-spaced pages) policy review or social science essay. This is both easier and harder then it sounds. On the easy side is that you do not have to spend months interviewing and running regression analyses to write a publishable policy review or essay. The hard side of all this, though, is that such pieces generally require a far higher level of writing and theoretical reasoning then a piece that mainly reports research findings. Thus, the best papers will be those that exhibit good writing and that develop your own lines of reasoning, and not merely report on those of others. As to topic, I will welcome anything that would be of interest to environmental sociology and that fits with the description of policy reviews and essays that Society and Natural Resources invites, which is as follows:

“Policy Reviews and Essays: Policy Reviews examine current or proposed policies associated with natural resource management. These articles can raise questions of policy, propose alternative action, or critique current or proposed policy. An essay is a creative article discussing social science issues related to natural resources or the environment. Total length of these manuscripts should not exceed 12 double spaced, typed pages.”

Please note that a topic statement of your policy review or essay is due October 18th, and a revised topic statement and preliminary bibliography is due November 8th. We will be discussing everyone’s first draft in class during the final two weeks of the course. Your completed first draft is due via email to the entire class 48 hours before the session in which it is to be discussed. Two copies of the final draft (one for grading and one for submission), along with a cover letter to the journal’s editors, are due December 18th by 5pm.

A Note on Discussion Format The bulk of each class session will be devoted to an open discussion of the day’s reading. Each discussion will be conducted as a kind of thematic “pot luck” in which each seminar participant is expected to bring to the class a few thoughts on the significance of the readings, plus a discussion question or two. We’ll begin the discussion on the day’s readings by “setting the table” of our pot luck, going around the room and gathering everyone’s thoughts and discussion questions in turn. Also, for each class someone will serve as “scribe,” taking notes on behalf of the whole group so others can concentrate on the discussion. The scribe will bring to the next class copies of an outline—no more than one side of paper in length—of what was discussed in the previous class. We will begin each class with a review of the scribe’s outline, and we will conclude with a brief overview of the reading for the next class. The daily pattern will thus normally be as follows:

1. review of “scribe” notes from previous class 2. “setting the table” 3. open discussion 4. overview of readings for next time

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A Note on Class Participation Your grade for class participation will not be a measure of how loud you were, or of how often you spoke. Rather, it will reflect the extent to which you were “there.” I will evaluate your “thereness” based equally on 1) your engagement (including the quality of your listening) in class discussions; 2) attendance; 3) your participation in “table setting” and as a “scribe”; 4) your engagement with the written work of other seminar members during in-class small-group discussions of critiques and during the whole-class discussion of policy reviews and essays during the final two weeks of term. Grading in this area will be based on the initial assumption that everyone will get full credit in all areas of participation, with deductions made for negligent or “unthere” performance, if necessary.

A Note on Getting Ahold of the Books and Readings All but one of the books for the course are available at the University Bookstore, as well as being on reserve at the Steenbock Library. The exception is my An Invitation to Environmental Sociology; that one is available through me for $25, the price with the “author’s discount” Sage gives me, which saves you $17 a copy and means I make no royalties. (You may want to contact me before the semester starts to get ahold of a copy, as we will be reading the entire book for the second week of classes.) The other readings are on both electronic and hardcopy reserve at Steenbock Library. There is, however, no “course pack.”

COURSE SCHEDULE

Week One (9/4) 1. Introduction No reading. THE MORAL

Week Two (9/9, 9/11) 2. Envisioning Environmental Sociology I

Leopold, Aldo. 1961 (1949). “The Land Ethic,” in A Sand County Almanac. San Francisco: Sierra Club Books. Pp. 237-264.

*Bell, Michael M. 1998. An Invitation to Environmental Sociology. Thousand Oaks, CA; London; New Delhi: Pine Forge Press (Sage). (Whole book.)

Hipple, Patricia Coral and . 1999. “About the Book—and Exhibit 1.1— and the Cover,” in Instructor’s Manual for An Invitation to Environmental Sociology, pp. 1-6.

Further reading

Leopold, Aldo. 1933. Game Management. New York, London: C. Scribner’s Sons. Leopold, Aldo. 1991. The River of the Mother of God, and Other Essays. Susan L. Flader and J. Baird Callicott, eds. Madison, WI. University of Wisconsin Press. Leopold, Aldo. 1999. For the Health of the Land: Previously Unpublished Essays and Other Writings. J. Baird Callicott and Eric T. Freyfogle, eds. Washington, DC: Island Press. Lorbeiecki, Marybeth. 1996. Aldo Leopold: A Fierce Green Fire. Helena, MT: Falcon Press. Meine, Curt. 1988. Aldo Leopold: His Life and Work. Madison, WI: University of Wisconsin Press. Singer, Peter. 1990 (1975). Animal Liberation. 2nd edition. New York: .

150 Taylor, Paul W. 1986. Respect for Nature: A Theory of Environmental Ethics. Princeton, NJ: Princeton University Press.

3. Author Meets Critics: Michael Bell and An Invitation to Environmental Sociology

Week Three (9/16, 9/18) 4. Envisioning Environmental Sociology II

*Humphrey, Craig R., Tammy L. Lewis, and Frederick H. Buttel. 2001. Environment, Energy, and Society: A New Synthesis. Belmont, CA: Wadsworth Thomson Learning. (Whole book.)

Further reading

Buttel, Frederick H. 1987. “New Directions in Environmental Sociology.” Annual Review of Sociology 13: 465-88. Buttel, Frederick H. 1992. “Environmentalization: Origins, Processes, and Implications for Rural Social Change.” Rural Sociology 57 (1):1-27. Buttel, Frederick H. 1996. “Environmental and Resource Sociology: Theoretical Issues and Opportunities for Synthesis.” Rural Sociology 61:56-76.

5. Author Meets Critics: Fred Buttel and Environment, Energy, and Society: A New Synthesis

Week Four (9/23, 9/25) 6. The Realist-Constructionist Debate

Burningham, Kate and Geoff Cooper. 1999. “Being Constructive: Social Constructionism and the Environment.” Sociology 33(2):297-316.

Lidskog, Rolf. 2001. “The Re-Naturalization of Society? Environmental Challenges for Sociology.” Current Sociology/Sociologie Contemporaine 49(1):113-136.

Woodgate, Graham and Michael Redclift. 1998. “From a ‘Sociology of Nature’ to Environmental Sociology: Beyond Social Construction.” Environmental Values 7: 3-24.

Further reading

Benton, Ted. 2001. “Environmental Sociology: Controversy and Continuity.” Sosiologisk Tidsskrift. 9(1-2): 5-48. Benton, Ted. 2001. “Theory and Metatheory in Environmental Sociology. A Reply to Lars Mjoset.” Sosiologisk Tidsskrift. 9(1-2): 198-207. Burningham, Kate. 1998. A Noisy Road or Noisy Resident?: A Demonstration of the Utility of Social Constructionism for Analysing Environmental Problems. Sociological Review 46 (3): 536-563. Eder, Klaus. 1996. The Social Construction of Nature: A Sociology of Ecological Enlightenment. London; Thousand Oaks, CA: Sage. Hannigan, John A. 1995. Environmental Sociology: A Social Constructionist Perspective. New York: Routledge. Mjoset, Lars. 2001. “Realisms, Constructivisms and Environmental Sociology: A Comment on Ted Benton’s ‘Environmental Sociology: Controversy and Continuity’” Sosiologisk Tidsskrift. 9(1-2): 180-197.

151 Van Koppen, C. S. A. 2000. “Resource, Arcadia, Lifeworld. Nature Concepts in Environmental Sociology.” Sociologia Ruralis 40(3):300-318.

7. Two More Divides: Natural Resource Sociology, Human Exemptionalism, and Environmental Sociology

Belsky, Jill M. 2002. “Beyond the Natural Resource and Environmental Sociology Divide: Insights from a Transdisciplinary Perspective.” Society and Natural Resources 15:269-280.

Buttel, Frederick H. 2002. “Environmental Sociology and the Sociology of Natural Resources: Institutional Histories and Intellectual Legacies.” Society and Natural Resources 15:205-211.

Buttel, Frederick H and Donald R. Field. 2002. “Environmental and Resource Sociology: Introducing a Debate and Dialogue.” Society and Natural Resources 15:201-203.

Freudenberg, William R., Scott Frickel and Robert Gramling. 1995. “Beyond the Nature/Society Divide: Learning to Think about a Mountain,” Sociological Forum 10: 361-392.

Goldman, Michael and Rachel A. Schurman. 2000. “Closing the ‘Great Divide’: New Social Theory on Society and Nature.” Annual Review of Sociology 26:563-584.

Further reading

Burch, William R. 1971. Daydreams and Nightmares: A Sociological Essay on the American Environment. New York: Harper and Row. Catton, W.R., Jr. 1994. “Foundations of .” Sociological Perspectives 37 (#1): 75- 95. Dickens, Peter. 1993. Society and Nature: Towards a Green Social Theory. Philadelphia: Temple. Dunlap, Riley E. 1980. “Paradigmatic Change in Social Science: From Human Exemptionalism to an Ecological Paradigm.” American Behavioral Scientist 24:5-14. Dunlap, Riley E. and William R. Catton, Jr., 1979. “Environmental Sociology.” Annual Review of Sociology 5:243-73. Dunlap, Riley E. and William R. Catton. 1994. “Struggling with Human Exemptionalism: The Rise, Decline, and Revitalization of Environmental Sociology.” The American Sociologist 25:113-135. Field, Donald R. and William R. Burch, Jr. 1988. Rural Sociology and the Environment. Westport, CT: Greenwood. Foster, John Bellamy. 1999. “The Canonization of Environmental Sociology.” Organization and Environment. 12(4):461-467. Gross, Mathias. 1999. “Early Environmental Sociology: American Classics and Their Reflections on Nature.” Humboldt Journal of Social Relations 25(1):1-29. Hawley, Amos H. 1986. Human Ecology: A Theoretical Essay. Chicago: Univ. Chicago Press. Chap. 1, “Introduction” and “Epilogue,” pp. 1-9 and 125-31. Park, Robert E. 1936. “Human Ecology.” American Journal of Sociology 42 (July): 1-15.

Week Five (9/30, 10/2) 8. Environmental Justice and the Environmental Racism Controversy

Anderton, Douglas L., Andy B. Anderson, John Michael Oakes, and Michael R. Fraser. 1994. “Environmental Equity: The Demographics of Dumping.” Demography 31(2):229-248.

152

Goldman, Benjamin A. 1996. “What Is the Future of Environmental Justice?” Antipode 28(2):122-142.

Taylor, Dorceta. 2000. “The Rise of the Environmental Justice Paradigm: Injustice Framing and the Social Construction of Environmental Discourses.” American Behavioral Scientist 43(4):508- 580.

Further reading

Anthanasiou, Tom. 1996. Divided Planet: The Ecology of Rich and Poor. Boston: Little, Brown. Barbara Epstein, “The Environmental Toxics Movement: Politics of Race and Gender,” Capitalism, Nature, Socialism. 8 (1997):63-87. Bullard, Bob. 1994. “Action Strategies for the 1990s,” pp. 127-139 in Dumping in Dixie: Race, Class, and Environmental Quality. Boulder, CO: Westview Press. Bullard, Robert D. 1993. Confronting Environmental Racism: Voices from the Grassroots. Boston, MA: South End Press. Bullard, Robert D. 1994a. Dumping in Dixie: Race, Class, and Environmental Quality. 2nd edition. Boulder, CO: Westview Press. Bullard, Robert D., ed. 1994b. Unequal Protection: Environmental Justice and Communities of Color. San Francisco: Sierra Club Books. Laura Pulido. 1996.“A Critical Review of Environmental Racism Research,” Antipode 28:142- 159. Mohai, Paul and Bunyan Bryant. 1992. “Environmental Racism: Reviewing the Evidence.” In Bunyan Bryant and Paul Mohai, eds., Race and theIncidence of Environmental Hazards: A Time for Discourse. Boulder, CO: Westview. Mohai, Paul. 1995. “The Demographics of Dumping Revisited: Examining the Impact of Alterna- tive Methodologies in Environmental Justice Research.” Virginia Environmental Law Review 13: 615-53. Taylor, Dorceta. 1989. “Blacks and the Environment: Toward an Explanation of the Concern and Action Gap Between Blacks and Whites.” Environment and Behavior 21(2): 175-205.

153 9. Making the World a Better Place? Ecological Modernization Theory, Common Property Resources, and Environmental Governance

Mol, Arthur P. J. 1996. “Ecological modernisation and institutional reflexivity: environmental reform in the late modern age.” Environmental Politics 5: 302-23.

*Ostrom, Elinor. 1990. Governing the Commons: The Evolution of Institutions for Collective Action. Cambridge: Cambridge University Press. (Chapters 1-3, and 6.)

Further reading

Barnes, Peter. 2001. Who Owns the Sky? Our Common Assets and the Future of Capitalism. Washington, D.C.: Island Press. Bell, Michael M. Bell and Philip Lowe. 2000. “Regulated Freedoms: The Market and the State, Agriculture and the Environment,” Journal of Rural Studies. 16: 285-294. Benton, Ted. 2002. “Reflexive Modernization or Green Socialism?” In R. E. Dunlap et al. (eds.), and the Environment. Lanham, MD: Rowman and Littlefield. Blühdorn, Ingolfur. 2000. “Ecological Modernization and Post-Ecologist Politics,” pp. 209-228 in G. Spaargaren et al. (eds.), Environment and Global Modernity. London: Sage. Cobb, Clifford, Ted Halstead and Jonathan Rowe. 1996. The Genuine Progress Indicator. San Francisco: Redefining Progress. Freudenburg, Wm. R., Lisa J. Wilson and Daniel J. O’Leary. 1998. “Forty Years of Spotted Owls? A Longitudinal Analysis of Logging-Industry Job Losses.” Sociological Perspectives 41(1): 1-26. Hawken, Paul. 1993. The Ecology of Commerce: A Declaration of Sustainability. New York: Harper Collins. Jacobs, Jane. 2000. The Nature of Economies. New York: The Modern Library. Mol, Arthur P. J. 1996. “Ecological modernisation and institutional reflexivity: environmental reform in the late modern age.” Environmental Politics 5: 302-23. Mol, Arthur P. J. 1997. “Ecological Modernization: Industrial Transformations and Environmental Reform,” Pp. 138-149 in M. Redclift and G. Woodgate (eds.), International Handbook of Environmental Sociology. London: Elgar. Mol, Arthur P. J. and Gert Spaargaren. 2000. “Ecological modernization theory in debate: a review,” in Mol and D. A. Sonnenfeld, eds., Ecological Modernization Around the World London: Cass,, pp.17-49. Mol, Arthur P. J. The Refinement of Production: Ecological Modernization Theory and the Chemical Industry. Utrecht, Netherlands: Van Arkel. Mol, Arther P. J. 2001. Globalization and Environmental Reform: The Ecological Modernization of the Global Economy. Cambridge, MA; London: MIT Press. Mol, Arthur P.J. and Frederick Buttel, eds. 2002. The Environmental State Under Pressure. JAI. Murphy, Raymond. 1994. Rationality and Nature: A Sociological Inquiry into a Changing Relationship. Boulder: Westview. Petrzelka, Peggy and Michael M. Bell. 2000. “Rationality and Solidarity: The Social Organization of Common Property Resources in the Imdrhas Valley of Morocco,” Human Organization. 59: 343-352. Repetto, Robert, R.C. Dower, R. Jenkins and J. Geoghegan. 1992. Green Fees: How a Tax Shift can Work for the Environment and the Economy. Washington, D.C.: World Resources Institute. Schweikart, David. 1998. “Market Socialism: A Defense,” pp. 7-22 in David Schweikart, James Lawler, Hillel Ticktin, and Bertell Ollman, Market Socialism: The Debate Among Socialists. New York and London: Routledge.

154 Spaargaren, Gert and Arthur P. J. Mol. 1992. “Sociology, Environment, and Modernity: Ecological Modernization as a Theory of Social Change.” Society and Natural Resources 5: 323-44. Yearley, Steven. 1991. The Green Case: A Sociology of Environmental Issues, Arguments, and Politics. London: Harper Collins.

First critique due 10/4.

THE MATERIAL

Week Six (10/7, 10/9) 10. The Treadmill of Consumption

*Schor, Juliet. 1999 (1998). The Overspent American: Upscaling, Downshifting, and the New Consumer. HarperCollins. (Whole book.)

Further reading

Cohen, Maurie J. and Joseph Murphy. 2001. Exploring : Environmental Policy and the Social Sciences. Amsterdam; New York: Pergamon. Durning, Alan. 1992. How Much Is Enough? The Consumer Society and the Future of the Earth. New York and London: W. W. Norton. Hirsch, Fred. 1977. Social Limits to Growth. London: Routledge. Maslow, Abraham. 1970 (1954). “A Theory of Human Motivation,” in Motivation and Personality, 2nd edition. New York: Harper and Row. Pp. 80-106. Mauss, Marcel. 1967 (1925). The Gift: Forms and Function of Exchange in Archaic Societies. Ian Cunnison, trans. New York: W.W.Norton. Murphy, Joseph and Maurie J. Cohen. 2001. “Consumption, Environment, and Public Policy.” Pp. 3-17 in Cohen and Murphy (eds.), Exploring Sustainable Consumption. New York: Elsevier. Sahlins, Marshall. 1972. “The Original Affluent Society,” in Stone Age Economics. New York: Aldine. Pp. 1-39. Schor, Juliet. 1992. The Overworked American: The Unexpected Decline of Leisure. New York: Basic Books. Shove, Elisabeth and Alan Warde. 2002. “Inconspicuous Consmption: The Sociology of Consumption, Lifestyles, and the Environment,” In R. E. Dunlap et al. (eds.), Sociological Theory and the Environment. Lanham, MD: Rowman and Littlefield. Veblen, Thorstein. 1967 (1899). The Theory of the Leisure Class. New York: Funk and Wagnalls.

11. The Treadmill of Production

Douthwaite, Richard. 1992. “Why Capitalism Needs Growth.” Pp. 18-32 in The Growth Illusion: How Economic Growth Has Enriched the Few, Impoverished the Many, and Endangered the Planet. Hartland, UK: Green Books.

O’Connor, James. 1991. “On the Two Contradictions of Capitalism.” Capitalism, Nature, Socialism 2 (3, Oct.): 107-109.

Schnaiberg, Alan. 1980. “The Expansion of Production,” pp. 206 to 273 in The Environment: From Surplus to Scarcity. Oxford: Oxford University Press.

155 Further reading

Foster, John Bellamy. 1992. “The Absolute General Law of Environmental Degradation Under Capitalism.” Capitalism, Nature, Socialism 3 (3, Sept.): 77-82. Goldman, Michael. 1993. “Tragedy of the Commons or the Commoners’ Tragedy: The State and Ecological Crisis in India.” Capitalism, Nature, Socialism 4 (#4, Dec.): 49-68. Hardin, Garrett. 1968. “The Tragedy of the Commons.” Science 162 (13 Dec.): 1243-48. Mol, Arthur P.J. and Gert Spaargaren. 2002. “Ecological Modernization and the Environmental State,” pp. 33 to 52 in Arthur P. J. Mol and Frederick Buttel, eds. 2002. The Environmental State Under Pressure. JAI. Molotch, Harvey. 1976. “The City as a Growth Machine: Toward a Political Economy of Place.” American Journal of Sociology 82:309-332. Schnaiberg, Allan, David N. Pellow, and Adam Weinberg. 2002. “The Treadmill of Production and the Environmental State,” pp. 15 to 32 in Arthur P. J. Mol and Frederick Buttel, eds. 2002. The Environmental State Under Pressure. JAI.

Week Seven (10/14, 10/16) 12. Technology and the Social Auto-Pilot

Perrow, Charles. 1984. “Complexity, Coupling, and Catastrophe.” Pp. 62-100 in Normal Accidents: Living with High-Risk Technologies. Basic Books.

Further reading

Mumford, Lewis. 1934. Technics and Civilization. London: Routledge and Kegan Paul. Mumford, Lewis. 1964. The Myth of the Machine, Volume II: The Pentagon of Power. New York: Harcourt Brace Jovanovich. Winner, Langdon. 1977. Autonomous Technology: Technics-Out-of-Control as a Theme in Political Thought. Cambridge, MA and London: M.I.T. Press. Winner, Langdon. 1986. The Whale and the Reactor: A Search for Limits in an Age of High Technology. Chicago and London: University of Chicago Press.

13. Technology, Disaster, and Community

*Erikson, Kai T. 1994. A New Species of Trouble: Explorations in Disaster, Trauma, and Community. New York: Norton. (Whole book.)

Further reading

Erikson, Kai T. 1976. Everything in Its Path: Destruction of Community in the Buffalo Creek Flood. New York: Simon and Schuster. Gist, Richard and Bernard Lubin. 1999. Response to Disaster: Psychosocial, Community, and Ecological Approaches. Philadelphia: Brunner/Mazel. Peluso, Nancy Lee and Michael Watts, eds. 2001. Violent Environments. Ithaca: Cornell University Press. Shkilnyk, Anastasia. 1985. A Poison Stronger Than Love. New Haven: Press.

First topic statement of policy review or essay due 10/18.

Week Eight (10/21, 10/23) 14. Population and the Great Limits to Growth Debate

156

Chapman, Robert. 1999. “No Room at the Inn, or Why Population Problems Are Not All Economic.” Population and Environment 21(1): 81-97.

Hardin, Garrett. 1992. “The Ethics of Population Growth and Immigration Control.” Pp. 6-7 in Crowding Out the Future: World Population Growth, US Immigration, and Pressures on Natural Resources, Robert W. Fox and Ira H. Melham, eds. Washington, DC: Federation for American Immigration Reform.

Malthus, Robert Thomas. 1976 (1798). “Preface” and “Chapter 1.” Pp. 15-21 in An Essay on the Principle of Population. Philip Appleman, ed. New York: Norton.

Price, David. 1999. “Carrying Capacity Reconsidered.” Population and Environment 21(1): 5- 26.

Sen, Amartya. 1981. “The Great Bengal Famine,” pp. 52-85 in Poverty and Famines: An Essay on Entitlement and Deprivation. Oxford: Clarendon Press.

Simon, Julian L. 1980. “Resources, Population, Environment: An Oversupply of False Bad News.” Science 208 (#4451, June 27): 1431-37.

Further reading

Boserup, Ester. 1965. The Conditions of Agricultural Growth: The Economics of Agrarian Change Under Population Pressure. London: George Allen and Unwin. Brown, Lester R. and Hal Kane. 1994. Full House: Reassessing the Earth’s Population Carrying Capacity. New York: Norton. Catton, William R., Jr. 1982. Overshoot: The Ecological Basis of Revolutionary Change. Urbana: Univ. Ill. Press. Cohen, Joel E. 1995. How Many People Can the Earth Support? New York: Norton. Daly, Herman E. 1991. Steady-State Economics. 2nd ed. Washington, DC: Island Press. Daly, Herman. 1991. “The Steady-State Economy: Alternative to Growthmania.” Pp. 181-194 in Steady-State Economics. 2nd edition. Washington, DC: Island Press. Dunlap, Riley E. 1983. “Ecologist Versus Exemptionalist: The Ehrlich-Simon Debate.” Social Science Quarterly 64 (March): 200-203. Eberstadt, Nicholas. 1995. “Population, Food, and Income: Global Trends in the Twentieth Century.” Pp. 7-47 in The True State of the Planet, Ronald Bailey, ed. A project of the Competitive Enterprise Institute. New York: The Free Press. Hardin, Garrett. 1977. The Limits of Altruism: An Ecologist’s View of Survival. Bloomington: Indiana University Press. Lappé, Frances Moore and Rachel Schurman. 1988. Taking Population Seriously. London: Earthscan Publications. Lappé, Frances Moore. 1980 (1977). Food First: The Myth of Food Scarcity. London: Souvenir Press. Meadows, Donella H., Dennis L. Meadows, Jorgen Randers. 1992. Beyond the Limits: Confronting Global Collapse, Envisioning a Sustainable Future. Post Mills, VT: Chelsea Green. Notestein, Frank W. 1945. “Population: The Long View,” in Food for the World, Theodore W. Schultz, editor. Chicago: University of Chicago Press. Simon, Julian and Herman Kahn. 1984. The Resourceful Earth: A Response to Global 2000. Oxford and New York: Basil Blackwell.

157 Simon, Julian L., editor. 1995. The State of Humanity. Oxford and Cambridge: Blackwell. Simon, Julian Lincoln. 1990. Population Matters: People, Resources, Environment, and Immigration. New Brunswick, NJ: Transaction Publishers. Simon, Julian. 1981. The Ultimate Resource. Princeton, NJ: Princeton University Press.

15. The Great Development Debate

Bruntland Commission. 1987. “Towards Sustainable Development.” Pp. 2-1 to 2-22 in Our Common Future. United Nations Environment Programme, World Commission on Environment and Development.

Gadgil, Madhav and Ramachandra Guha. 1995. “Introduction.” Pp. 1-6 in Ecology and Equity: The Use and Abuse of Nature in Contemporary India. New Delhi: Penguin Books India.

Sachs, Wolfgang. 1992. “Introduction.” Gustavo Esteva. 1992. “Development.” Pp. 1-5 and 6-25 in The Development Dictionary: A Guide to Knowledge as Power, Wolfgang Sachs, ed. London and New Jersey: Zed Books.

Shiva, Vandana. 1998. “Monocultures, Monopolies, Myths and the Masculinisation of Agriculture.” Public statement explaining why she refused to participate in the 1998 International Conference on Women in Agriculture, co-sponsored by the Canadian Government and Monsanto.

Further reading

Boserup, Ester. 1989 (1970). Woman’s Role in Economic Development. London: Earthscan. Bunker, Stephen G. 1985. Underdeveloping the Amazon: Extraction, Unequal Exchange, and the Failure of the Modern State. Urbana: University of Illinois Press. Durning, Alan B. 1989. Poverty and the Environment: Reversing the Downward Spiral. Washington, D.C.: Worldwatch Institute. Gundar Frank, Andre. 1969. “The Development of Underdevelopment,” in Latin America: Underdevelopment or Revolution. New York and London: Monthly Review. Pp. 3-17. Korten, David C. 1999. The Post-Corporate World: Life After Capitalism. West Hartford, CT: Kumarian Press. Korten, David. 2001. When Corporations Rule the World. 2nd edition. West Hartford, CT: Kumarian Press. Nkrumah, Kwame. 1965. Neo-Colonialism: The Last Stage of Imperialism. London: Nelson. Norberg-Hodge, Helena. 1991. Ancient Futures: Learning from Ladakh. San Francisco, CA: Sierra Club Books. Redclift, Michael. 1984. Development and the Environmental Crisis: Red and Green Alternatives. London: Methuen. Redclift, Michael. 1993. “Sustainable Development: Needs, Values, Rights.” Environmental Values 2(1):3-20. Scott, James C. 1985. Weapons of the Weak: Everyday Forms of Peasant Resistance. New Haven: Yale University Press.

Week Nine (10/28, 10/30) 16. The Environment as a Social Actor

Foster, John Bellamy. 1999. “Marx’s Theory of : Classical Foundations for Environmental Sociology.” American Journal of Sociology 105 (2): 366-405.

158 Latour, Bruno. 1999. “From Fabrication to Reality: Pasteur and His Lactic Acid Ferment” and “Glossary,” pp. 113-144 and 303 to 311 in Pandora’s Hope: Essays on the Reality of . Cambridge, MA: Harvard University Press.

Marx, Karl. 1972 (1859). “Marx on the History of His Opinions,” from Preface to A Contribution to the Critique of Political Economy, pp. 3 to 6 in The Marx-Engels Reader, Robert C. Tucker, ed. New York: Norton.

Murdoch, Jon. 2001. “Ecologising Sociology: Actor-Network Theory, Co-Construction and the Problem of Human Exemptionalism.” Sociology 35(1):111-133.

Further reading

Burkett, Paul. 1999. Marx and Nature: A Red and Green Perspective. New York: St. Martin’s. Engels, Friedrich. 1940 (1898). The Dialectics of Nature. Clemens Dutt, trans. New York: International Publishers. Foster, John Bellamy. 2000. Marx’s Ecology: Materialism and Nature. New York: Monthly Review Press. Latour, Bruno. 1993. We Have Never Been Modern. London: Harvester/Wheatsheaf. Law, John and John Hassard. 1999. Actor Network Theory and After. Oxford: Malden, MA: Blackwell.

17. The Environmental , Health, and Food

Dickens, Peter. 2001. “Internal and External Nature: Exploring the Dialectic.” Paper presented at New Natures, New Cultures, New Technologies conference of RC 24 of the International Sociological Association, Cambridge, UK.

Bell, Michael M. 1994. “Deep Fecology: Mikhail Bakhtin and the Call of Nature,” Capitalism, Nature, Socialism 5(4):65-84.

McMichael, Philip. 2000. “The Power of Food.” Agriculture and Human Values 17:21-33.

Zavestoski, Stephen, Phil Brown, Sabrina McCormick. 2001. “Gendered Bodies and Disease: Environmental Breast Cancer Activists’ Challenges to Science, the Biomedical Model, and Policy.” Paper presented at New Natures, New Cultures, New Technologies conference of RC 24 of the International Sociological Association, Cambridge, UK.

Further reading

Bakhtin, Mikhail. 1984 (1965). Rabelais and His World. Bloomington, IN: Indiana University Press. Bell, Michael Mayerfeld and C. S. A. (Kris) van Koppen. “Coming to Our Senses: In Search of the Body in Environmental Social Theory.” Unpublished paper. Brown, Phil. 1997. “Popular Epidemiology Revisited.” Current-Sociology / Sociologie- Contemporaine 45(3): 137-156.. DeLind, Laura B. 1999. “Close Encounters with a CSA: The Reflections of a Bruised and Somewhat Wiser Anthropologist.” Agriculture and Human Values 16:3-9. Gardiner, Michael (1993) “Ecology and carnival: traces of a ‘green’ social theory in the writings of M. M. Bakhtin,” Theory and Society. 22(6): 765-812.

159 Goodman, David and E. Melanie DuPuis. 2002. “Knowing Food and Growing Food: Beyond the Production-Consumption Debate in the Sociology of Agriculture.” Sociologia Ruralis 42(1): 5-22. Goodman, David. 1999. “Agro-Food Studies in the ‘Age of Ecology’: Nature, Corporeality, Bio- Politics.” Sociologia Ruralis 39(1): 17-38. Goodman, David. 2001. “ Matters: The Relational Materiality of Nature and Agro-Food Studies.” Sociologia Ruralis 41(2): 182-200. Kroll-Smith, J. Stephen and H. Hugh Floyd. 1997. Bodies in Protest: Environmental Illness and the Struggle Over Medical Knowledge. New York: New York University Press. Marsden, Terry. 2000. “Food Matters and the Matter of Food: Towards a New Food Governance?” Sociologia Ruralis 40(1): 21-29. Murdoch, Jonathan and Mara Miele. 1999. “ ‘Back to Nature’: Changing ‘Worlds of Production’ in the Food Sector.” Sociologia Ruralis 39(4): 465-483.

Second critique due 11/1.

THE IDEAL

Week Ten (11/4, 11/6) 18. Environment, Domination, and Culture

Thomas, Keith. 1983. Selections from Man and the Natural World: Changing Attitudes in England, 1500-1800. London: Allen Lane. Pp. 13-50, 173-191, 300-303.

White, Lynn. 1967. “The Historical Roots of Our Ecological Crises.” Science 155:1203-1207.

Further reading

Glacken, Clarence. 1967. Traces on the Rhodian Shore. Berkeley: University of California Press. Hays, Samuel. 1987. Beauty, Health, and Permanence: Environmental Politics in the United States, 1955-1985. Cambridge: Cambridge University. Lovejoy, Arthur O. 1936. The Great Chain of Being. Cambridge: Harvard University Press. Lovejoy, Arthur O. and George Boas. 1935. Primitivism and Related Ideas in Antiquity. Baltimore: Johns Hopkins Press. Merchant, Carolyn. 1989. Ecological Revolutions: Nature, Gender, and Science in New England. Chapel Hill, NC: University of North Carolina Press. Williams, Raymond. 1973. The Country and the City. Oxford: Oxford University Press. Worster, Donald. 1994 (1977). Nature’s Economy: A History of Ecological Ideas. Cambridge; New York: Cambridge University Press.

19. The Ecofeminism Debate

Davion, Victoria. 1994. “Is Ecofeminism Feminist?” Pp. 8-28 in Ecological Feminism, Karen Warren, ed. London and New York: Routledge.

Mellor, Mary. 1997. “Ecofeminist Thought.” Pp. 44-70 in Feminism and Ecology. New York: New York University Press.

Spretnak, Charlene. 1990. “Ecofeminism: Our Roots and Flowering.” Pp. 3-14 in Reweaving the World, Irene Diamond and Gloria Feman Orenstein, eds. San Francisco, CA: Sierra Club Books.

160

Further reading

Alaimo, Stacy. 2000. Undomesticated Ground: Recasting Nature as Feminist Space. Ithaca, NY: Cornell University Press. Diamond, Irene and G. F. Orenstein, eds. 1990. Reweaving the World: The Emergence of Ecofeminism. San Francisco: Sierra Club Books. Littig, Beate. 2001. Feminist Perspective on Environment and Society. Harlow, UK; New York: Prentice Hall. Low, Alaine and Soraya Tremayne. 2001. Sacred Custodians of the Earth? Women, Spirituality, and the Environment. New York: Berghahn Books. Mellor, Mary. 1994. “Varieties of Ecofeminism.” Capitalism, Nature, Socialism 5(4):117-125. Merchant, Carolyn. 1979. The Death of Nature: Women, Ecology, and the Scientific Revolution. San Francisco: Harper. Merchant, Carolyn. 1996. Earthcare: Women and the Environment. New York: Routledge. Mies, Maria and Vandana Shiva. 1993. Ecofeminism. New Delhi: Kali for Women. Peter, Greg, Michael Mayerfeld Bell, Susan Jarnagin, and Donna Bauer. 2000. “Coming Back Across the Fence: Masculinity and the Transition to .” Rural Sociology 65 (2): 215-233. Salleh, Ariel. 1998. Ecofeminism as Politics: Nature, Marx, and the Postmodern. London: Zed. Sandilands, Catriona. 1999. The Good-Natured Feminist: Ecofeminism and the Quest for Democracy. Minneapolis: University of Minnesota Press. Seager, Joni. 1993. Earth Follies: Feminism, Politics, and the Environment. London: Earthscan. Slicer, Deborah. 1994. “Wrongs of Passage: Three Challenges to the Maturing of Ecofeminism.” Pp. 29-41 in Ecological Feminism, Karen Warren, ed. London and New York: Routledge. Stern, Paul C., Thomas Dietz and Linda Kalof. 1993. “Value Orientations, Gender, and Environ- mental Concern.” Environment and Behavior 25 (3): 322-48. Warren, Karen. 2000. Ecofeminist Philosophy: A Western Perspective on What It Is and Why It Matters. Lanham, MD: Rowman and Littlefield.

Revised topic statement and preliminary bibliography due 11/8.

Week Eleven (11/11, 11/13) 20. The Rise of Concern for the Environment

Inglehart, Ronald. 1995. “Public Support for Environmental Protection: Objective Problems and Subjective Values in 43 Societies.” PS: Political Science and Politics 28(1):57-72.

Olsen, Marvin E., Dora G. Lodwick, and Riley E. Dunlap. 1992. “Theoretical Arguments.” Pp. 167-182 in Viewing the World Ecologically. Boulder, CO: Westview.

Further reading

Bramwell, Anna. 1989. Ecology in the Twentieth Century. New Haven, CT: Yale University. Cottrel, Fred. 1955. Energy and Society: The Relation Between Energy, Social Change, and Economic Development. New York: McGraw-Hill. Downs, Anthony. 1972. “Up and Down with Ecology: The Issue-Attention Cycle.” The Public Interest 28:38-50. Downs, Anthony. 1972. “Up and Down with Ecology: The ‘Issue-Attention Cycle.’” Public Interest 28:38-50.

161 Dunlap, Riley E. and Angela G. Mertig. 1992. “The Evolution of the U.S. Environmental Move- ment from 1970 to 1990: An Overview.” Pp. 1-10 in R.E. Dunlap and A.G. Mertig, eds., American Environmentalism: The U.S. Environmental Movement, 1970-1990. Philadelphia: Taylor and Francis. Dunlap, Riley E. and Kent D. Van Liere. 1983. “Commitment to the Dominant Social Paradigm and Concern for Environmental Quality: An Empirical Examination.” Social Science Quarterly 65:1013-1028. Freudenburg, William R. 1988. “Perceived Risk, Real Risk: Social Science and the Art of Probabilistic Risk Assessment.” Science 242 (October 7):44-49. Freudenburg, William R. 1993. “Risk and Recreancy: Weber, the Division of Labor, and the Rationality of Risk Perceptions.” Social Forces 71(4): 909-32. Freudenburg, William R. and Susan K. Pastor. 1992. “Public Responses to Technological Risks: Toward a Sociological Perspective.” Sociological Quarterly 33 (#3, August): 389-412. Inglehart, Ronald. 1990. Cuture Shift in Advanced Industrial Society. Princeton, NJ: Princeton University Press. Jones, Robert E. and Riley E. Dunlap. 1992. “The Social Bases of Environmental Concern: Have They Changed over Time?” Rural Sociology 57(1): 28-47. Mohai, Paul. 1990. “Black Environmentalism.” Social Science Quarterly 71:744-765. Rosa, Eugene A. 1998. “Metatheoretical Foundations for Post-Normal Risk.” Journal of Risk Research 1: 15-44. Scarce, Rik. 1990. Eco-Warriors: Understanding the Radical Environmental Movement. Chicago: Noble Press.

21. The Risk Society Thesis

*Beck, Ulrich. 1999. World Risk Society. Blackwell.

Further reading

Adam, Barbara, Ulrich Beck, and Joost Van Loon. 2000. The Risk Society and Beyond: Critical Issues for Social Theory. Sage. Beck, Ulrich. 1992 (1986). Risk Society: Toward a New Modernity. London: Sage. Beck, Ulrich. 1995. Ecological Politics in an Age of Risk. London: Polity. Beck, Ulrich. 1995. Ecological Enlightenment: Essays on the Politics of the Risk Society. Mark A. Ritter, trans. Humanities Press. Beck, Ulrich. 1996. “World Risk Society as Cosmopolitan Society? Ecological Questions in a Framework of Manufactured Uncertainties.” Theory, Culture, and Society 13(4):1-32. Cohen, Maurie J. 2000. Risk in the Modern Age: Social Theory, Science, and Environmental Decision-Making. New York: St. Martin’s Press.

Week Twelve (11/18, 11/20) 22. What is Nature, Anyway?

Bell, Michael Mayerfeld. 1994. “The Natural Conscience,” pp. 137-157 in Childerley: Nature and Morality in a Country Village. Chicago: University of Chicago Press.

Harraway, Donna J. 1991. “A Cyborg Manifesto: Science, Technology, and Socialist-Feminism in the Late Twentieth Century.” Pp. 149-182 in Simians, Cyborgs, and Women: The Reinvention of Nature. New York: Routledge.

162 Williams, Raymond. 1980 (1972). “Ideas of Nature,” in Problems in Materialism and Culture. London: Verso. Pp. 67-85.

Further reading

Bell, Michael M. 1994. Childerley: Nature and Morality in a Country Village. Chicago: University of Chicago Press. (Rest of book,) Bell, Michael M. 1996. “Stone Age New England: A Geology of Morals,” in Creating the Countryside: The Politics of Rural and Environmental Discourse, Melanie Dupuis and Peter Vandergeest, eds., Philadelphia, PA: Temple University Press. Pp. 29-64. Collingwood, R. G. 1960 (1945). The Idea of Nature. London: Oxford University Press. Evernden, Neil. 1992. The Social Creation of Nature. Baltimore: Johns Hopkins University Press. Greider, Thomas and Garkovich, Lorraine. 1994. “Landscapes: The Social Construction of Nature and the Environment,” Rural Sociology 59(1):1-24. Hubburd, Ruth. 1982. “Have Only Men Evolved?” In Biological Woman: The Convenient Myth, Ruth Hubburd, Mary Sue Henifin, and Barbara Fried, eds. Cambridge, MA: Schenkman. Lowenthal, David. 1985. The Past is a Foreign Country. Cambridge and New York: Cambridge University Press. Mill, John Stuart. 1961 (1874). “Nature,” in The Philosophy of John Stuart Mill, Marshall Cohen, ed. New York: Modern. Pp. 445-488. Ortner, Sherry B. 1974. “Is Female to Male as Nature is to Culture?” in Michelle Zimbalist Rosaldo and Louise Lamphere, eds., Woman, Culture, and Society. Stanford, CA: Stanford University. Scarce, Rik. 2000. Fishy Business: Salmon, Biology, and the Social Construction of Nature. Philadelphia, PA: Temple University Press. Soper, Kate. 1995. What is Nature? Culture, Politics and the Non-human. Oxford; Cambridge, MA: Blackwell

163 23. What is Wilderness, Anyway?

Peluso, Nancy. 1996. “ ‘Reserving’ Value: Conservation Ideology and State Protection of Resources.” Pp. 135-165 in Creating the Countryside: The Politics of Rural and Environmental Discourse, Melanie Dupuis and Peter Vandergeest, eds. Philadelphia, PA: Temple University Press.

Guha, Ramachandra. 1989. “Radical American Environmentalism and Wilderness Preservation: A Third World Critique.” Environmental Ethics 11:71-83.

Cronon, William. 1995. “The Trouble with Wilderness, or, Getting Back to the Wrong Nature.” Pp. 69-90 in Uncommon Ground: Toward Reinventing Nature, William Cronon, editor. New York: W.W. Norton.

Further reading

Bermingham, Ann. 1986. Landscape and Ideology. Berkeley: University of California Press. Marsden, Terry et al. 1993. Constructing the Countryside. Boulder, CO: Westview Press. Nash, Catherine. 1996. “Reclaiming Vision: Looking at Landscape and the Body.” Gender, Place and Culture 3(2): 149-169. Oelschlaeger, Max. 1991. The Idea of Wilderness: From Prehistory to the Age of Ecology. New Haven: Yale University Press. Thoreau, Henry David. 1975 (1862). “Walking.” In Excursions. Gloucester, MA: Peter Smith. Urry, John. 1990. The Tourist Gaze: Leisure and Travel in Contemporary Societies. London: Sage.

Third critique due 11/22.

THE PRACTICAL

Weeks Thirteen and Fourteen (12/2, 12/4, 12/9, 12/11)

In-class discussion of policy reviews and essays. First draft of policy review or essay due via email to entire class 48 hours before the class in which it is to be discussed.

Final Due Date for All Work

December 18th, 5pm. Final drafts of papers must be turned in with two copies: one for grading and one ready for submission to Society and Natural Resources, including a cover letter.

*—Indicates book, not on electronic reserve.

164 THEORY AND PRACTICE OF ENVIRONMENTAL POLICY ANALYSIS Environmental Studies 771

Robert J. Brulle Drexel University

Overview: This course examines the theoretical models of policy analysis and their practical applications. The aim of this course is to develop an understanding of the social, political and ethical context of policy research, and how this understanding can be translated into an applied practice of policy analysis. To accomplish this, the students conduct an analysis of the epistemological and methodological assumptions of the major approaches of the policy sciences, and how each of these approaches translates into specific practices of environmental policy analysis. The class concludes with a review of the state-of-the-art developments in the creation of a policy process that is both competent and just.

Course Requirements:

1. Class Participation: The key to success for this course is active participation by all involved. What is sought is to develop a cooperative atmosphere of mutual learning. The class should be seen as the cumulative development of a group conversation. Active and meaningful participation in the class discussions is required. We want to be able to use the time together as a group to share and critique ideas. Accordingly, the students should use the time between classes to become conversant with the material. A key part in learning new ideas is through their use. Brief summaries of portions of the readings will be presented by students at each class meeting. These summaries will be assigned by volunteers or the instructor at the preceding class meeting. Each presentation should consist of brief description of ideas presented, and what the particular reading adds to the overall conversation in the course. In addition, the student should suggest some discussion questions for the class to consider. The presentation should total about 10 minutes in length. Participation in class will constitute 25% of the course grade.

2. Examinations: The course requires the completion of three take home examinations spread out over the quarter. In general, the questions will be distributed at the end of class, and will be due at the beginning of class the next week. The length of the written exam answers to each question will be expected to be between 5-7 pages. These three examinations will constitute 75% of the course grade.

Required Texts:

The following texts are required. In addition, there is a package of required reading on electronic reserve in Hagerty Library.

1. National Research Council 1996. Understanding Risk: Informing Decisions in a Democratic Society, Washington DC: National Research Council

2. Renn, O., Webler, T., and Wiedemann, (eds.) 1995. Fairness and Competence in Citizen Participation: Evaluation Models for Environmental Discourse, Kluwer Academic Publishers, Dordrecht, Netherlands

3. Skinner, Q. (ed.) 1985. The Return of Grand Theory in the Human Sciences, New York: Cambridge University Press

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Course Schedule

Week One September 25, 2001 Introductions, Course Overview, and Administrative Matters

Week Two October 2, 2001 Assessment of Logical – Empiricist Approaches Patton, Carl V., and Sawicki, David S., 1993, Basic Methods of Policy Analysis and Planning, Englewood Cliffs, NJ: Prentice Hall pp. 1-67

Camhis, M., 1979 Planning Theory and Philosophy, London, Tavistock Publications, Chapters 1-3

Week Three October 9, 2001 Assessment of Logical-Empiricist Approaches (cont.) Dutton, William H, Danziger, James N., and Kraemer, K.L., "Did the Policy Fail? The Selective Use of Automated Information in the Policy-Making Process," in Ingram, H.M., and Mann, D.E., 1980 Why Policies Succeed or Fail, Beverly Hills: Sage Publications, 1980

Offe, C., "Divergent Rationalities of Administrative Action," PP. 300-316 in Disorganized Capitalism, Cambridge, MA: MIT Press, 1985

Brown, R.H., Bureaucratic Bathos, Or How to Be a Government Consultant Without Really Trying, in Administration and Society, Vol. 10, No. 4, February 1979

Week Four October 16, 2001 Hermeneutic Approaches to Policy Analysis Skinner, Chapters 2, 4, & 5

Brulle, Robert J., Power, Discourse and Social Problems: Social Problems from a Historical Perspective, Social Problems, vol. 5

Week Five October 23, 2001 Hermenutic Approaches to Policy Analysis (cont.) Roe, Narrative Policy Analysis, 1-75

Fischer, F., and Forester, J., 1993, The Argumentative Turn in Policy Analysis and Planning, Durham, Duke University Press, Pages 1-76

Kaplan, Thomas J., Reading Policy Narratives: Beginnings, Middles, and Ends

Week Six October 30, 2001 Critical Theory and Policy Research Skinner, Chapters 6 & 7

Chapters 1-3 in Renn, Webler and Wiedemann

Week Seven November 6, 2001 Critical Theory and Policy Research Dallmayr, Fred R. 1986. Critical Theory and Public Policy, in Policy Analysis: Perspectives, Concepts and Methods JAI Press

Chapters 4-end Renn, O., Webler, T., and Wiedemann, (eds.)

Week Eight November 13, 2001 NRC Understanding Risk: Informing Decisions in a Democratic Society

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Week Nine November 27, 2001 Understanding Risk (cont.)

Week Ten December 4, 2001 Class Wrap Up

167 THEORY AND PRACTICE OF ENVIRONMENTAL POLICY ANALYSIS ENVR 771 Fall 2001

Take Home Examination #1

Instructions: Answer each of the following questions and submit your written answers no later than the beginning of class, October 23, 2001. In total, your answer should not exceed 3,000 words, exclusive of references. In addition, all of the answers should be fully referenced. A bibliography of the referenced works that do not appear in the syllabus should be attached. All of the work must be your own, and you must no receive any assistance from anyone in the completion of this exam.

1. This course has surveyed three basic approaches to policy analysis based on empirical-analytic epistemology. What are these approaches, and what are their relative strengths and weaknesses?

2. What is the nature of the relationship between performing accurate and reliable empirical policy analysis and the political realities of organizational life? How does this aid or hinder the use of information in creating and implementing different policies?

Take Home Examination #2

Instructions: Answer the following questions and submit your written answers no later than the beginning of class, November 8, 2001. In total, your answer should not exceed 3,000 words, exclusive of references. In addition, all of the answers should be fully referenced. A bibliography of the referenced works that do not appear in the syllabus should be attached. All of the work must be your own, and you must no receive any assistance from anyone in the completion of this exam.

1. What are the philosophical and sociological bases of Narrative Policy analysis?

2. How would one go about performing this type of policy analysis?

Take Home Examination #3

Instructions: Answer the following question and submit your written answer no later than the beginning of class, December 4, 2001. In total, your answer should not exceed 3,000 words, exclusive of references. In addition, all of the answers should be fully referenced. A bibliography of the referenced works that do not appear in the syllabus should be attached. All of the work must be your own, and you must no receive any assistance from anyone in the completion of this exam.

What is the relationship between rationality and democracy as defined by critical theory? How does this relate to the practice of policy analysis?

168 ENVIRONMENTAL AND RESOURCE SOCIOLOGY Sociology/Rural Sociology 948

Frederick H. Buttel University of Wisconsin at Madison

Course Description

Sociology/Rural Sociology 948 is a seminar in environmental sociology aimed at providing a survey of major macrosociological approaches in the field. In addition to stressing macrosociological theories in environmental sociology, the material covered in the course will be topical and selective. The topics and/or emphases of the seminar will include the question of the relevance of the classical tradition to environmental sociology, the institutionalization of environmental sociology, political economy of the environment, cultural sociologies of environment and risk, the sociology of environmental science, consumption and the environment, ecological modernization, the environmental movement and environmental mobilization, the political economy of sustainability, political ecology, and the globalization of ecology, environmental activism, and environmental regulation. Topics vary from semester to semester.

Prerequisites

All course participants must have graduate standing. The course has been designed for persons who are sociology graduate students, for graduate students who are sociology minors, and/or for those who have previously taken Sociology/Rural Sociology 748, "Environmental Sociology," or the equivalent (e.g., Soc/Rural Soc 541 or related courses in other social science disciplines). Graduate students in environmental studies, geography, or related fields who have social science backgrounds (particularly those who have previously taken Sociology/Rural Sociology 748 or a comparable social science course) are also encouraged to enroll. Others should consult with the instructor before enrolling.

While Soc/Rural Soc 748 and 948 are designed to be complementary, it has been customary that students would take 748 first, and take the 948 seminar course with its major paper requirement later. I recognize, however, that some students will not be able to take Soc/Rural Soc 748 and 948 in sequence. Thus, while it is my view that most students will get more out of Soc/Rural Soc 948 if they have had Soc/Rural Soc 748 first, any graduate student in the social sciences or environmental studies, or any graduate student in the natural sciences who is minoring in an area related to environmental sociology, will be welcome to enroll if s/he has some substantial graduate-level background in the social sciences.

Course Format, Requirements, and Evaluation

This course will have a seminar format. Most weeks the instructor will begin the seminar with a presentation of 25 to 35 minutes, with the remainder of the class time being devoted to seminar discussion.

The requirements for this course are as follows:

(1) It is absolutely essential that each participant attend regularly, be prepared for the seminar, and participate actively and regularly in the seminar discussions (!). The usual rules—that active participation is welcomed, but overly assertive participation that discourages involvement by others is not—apply here.

169 (2) Each course participant will be responsible for preparation of one “enrichment exercise” during the semester. During the first week or two of the course each participant should sign up for one week for which s/he will be responsible for preparing an enrichment exercise.

The purpose of an enrichment exercise is two-fold. First, an enrichment exercise provides an opportunity for each seminar participant to do some additional reading on a topic that is of particular interest to him or her. Second, the purpose of an enrichment exercise is to enrich the seminar participants’ understanding of the material that is being discussed during a given week.

The basic requirement for an enrichment exercise is (1) that a student will read some piece of literature (typically one book or a couple of articles) that is germane to the topic of a given week, and (2) make a 10- to 15-minute presentation at the seminar summarizing this material and drawing connections between it and one or more of the assigned readings for the week. While it is not necessary to prepare a written version or summary of the enrichment exercise presentation, it is often the case that seminar participants are best able to digest the additional material if it is summarized in written form, even if it takes the form of a few paragraphs or “bullets.”

Three strategies for enrichment exercises are particularly welcome, though there are certainly other possibilities as well. One strategy is to select a piece of literature that occupies an important place in the ancestry of certain works that we are reading. A good example of an “ancestry-type” enrichment exercise would be to read James O’Connor’s Fiscal Crisis of the State, which has been drawn on heavily by Allan Schnaiberg, and to identify some important respects in which O’Connor’s work has influenced Schnaiberg. A second strategy is to explore a related area of work or piece of literature. An example of this strategy would be that during the week of the course devoted to environmental justice, one might read and comment on a major piece of scholarship on the anti-toxics movement (e.g., Andrew Szasz’s EcoPopulism, University of Minnesota Press, 1994). A third strategy is to read and comment on empirical literature relating to a given topic. For example, there are now a number of empirical studies on environmental justice, ecological modernization, and other areas that could be drawn upon. A fourth option would be to pick some pieces of literature that draw on alternative theoretical or methodological approaches which are not represented in the required readings. Fifth, a piece of related literature from a discipline other than sociology would be appropriate.

If there are any weeks of the course for which there are two enrichment exercises being prepared, I strongly encourage both seminar participants to discuss their projects and to give some thought to devising a division of labor. My strong preference, though, is to have just one enrichment exercise per seminar session.

Please do feel free to consult with the instructor about possible enrichment exercise topics.

(3) Each participant enrolled for credit will prepare a seminar paper that is related to one or more of the major course themes. The parameters for the seminar paper are the standard ones for an advanced graduate seminar (20-30 pp. in length). The topic chosen should relate to the major themes of the course. A good rule of thumb is that if there are no apparent linkages between the topic you have chose and at least two of the readings in the course, you should probably identify another topic. Put somewhat differently, because the main component of evaluation in this course is the seminar paper, I will not feel comfortable if you paper has been prepared for another course, or if you simply turn in a paper that represents research you have done for your master’s thesis. A significant connection to the themes of the course is required. Please discuss your topic with the instructor before proceeding. Papers must be typewritten and double-spaced. Please submit a copy of your paper and keep the original. Papers are due

170 the Wednesday of exam week if you want to avoid an incomplete. Papers turned in after that date will be read at my convenience—and not necessarily in time to avoid an incomplete.

Auditors are welcome, but auditors will be expected to fulfill requirements (1) and (2). In particular, I would rather not have auditors in the course if these persons intend to attend only a few classes during the semester.

The grade for the course will be based on the final seminar paper, though the instructor reserves the right to adjust the grade for the course by 0.5 (e.g., from A to AB, or from BC to B) based on exceptionally good or very inadequate seminar preparation and participation.

Readings

There are no required books in the course. All readings will be made available online through Steenbock Library. http://www.library.wisc.edu/libraries/Steenbock/reserves/courses/rs948/rs948f01.htm

Note that the syllabus on electronic reserve is already out of date. Do not rely on the Steenbock electronic syllabus for the correct schedule of sessions or the correct reading list.

In a few instances (noted by "FYI" and “optional, in-depth readings” at the end of weekly reading lists) I have identified parallel readings that you might find useful. These are not required.

Schedule of Topics and Readings

Part I: THE CLASSICAL TRADITION AND THE INSTITUTIONALIZATION OF ENVIRONMENTAL SOCIOLOGY

Week I: Course Briefing, The Origins and Institutionalization of Environmental Sociology (September 5)

Please do your best to skim these articles for the first meeting of the seminar:

Riley E. Dunlap, “The evolution of environmental sociology: a brief history and assessment of the American experience.” In M. Redclift and G. Woodgate (eds.), International Handbook of Environmental Sociology (London: Edward Elgar, 1997), Chapter 1.

Frederick H. Buttel and August Gijswijt, “Emerging Trends in Environmental Sociology,” in Judith R. Blau (ed.), Blackwell Companion to Sociology (Oxford: Blackwell, 2001), pp. 43-57.

John Bellamy Foster, “The Canonization of Environmental Sociology,” Organization & Enviroment (1999).

Optional, in-depth reading: David Goldblatt, Social Theory and the Environment (Westview, 1996), Introduction; Martell, Chapter 6; Frederick H. Buttel, “Environmental Sociology and the Sociology of Natural Resources: Strategies for Synthesis and Cross-Fertilization,” in G. Lawrence et al. (eds.), Environment, Society, and Natural Resource Management (Northampton, MA: Edward Elgar, 2001). Students with little background in environmental sociology may want to skim an introductory text such as

171 Charles L. Harper, Environment and Society (Prentice-Hall, 1996), Michael Bell, An Invitation to Environmental Sociology (Pine Forge Press, 1998), or Luke Martell, Ecology and Society (University of Massachusetts Press, 1994).

Week II: Major Issues in Environmental Sociology (September 12)

Frederick H. Buttel, "Environmental and Natural Resource Sociology: Theoretical Issues and Opportunities for Synthesis," Rural Sociology 61 (1996):56-76.

Frederick H. Buttel, “Classical Sociological Theory and the Environment.” In R. E. Dunlap et al. (eds.), Sociological Theory and the Environment. Lanham, MD: Rowman and Littlefield, 2002.

Robert Gramling and William R. Freudenburg, “Environmental sociology: toward a paradigm for the 21st century,” Sociological Spectrum 16 (1996):347-370.

Michael Goldman and Rachel A. Schurman, “Closing the ‘great divide’: new social theory on society and nature.” Annual Review of Sociology 26 (2000):563-584.

William R. Catton, Jr., "Foundations of Human Ecology," Sociological Perspectives 37 (1994):75-95.

Week III: Marxism and the Environment, I (September 19)

Raymond Murphy, Rationality and Nature (Westview Press, 1994), pp. 149-157.

Ted Benton, "Marxism and Natural Limits: An Ecological Critique and Reconstruction," New Left Review 178 (1989):51-86. (also see the exchange between Benton and Burkett in Historical Materialism, 2001.)

Reiner Grundmann, “The ecological challenge to Marxism,” New Left Review 187 (May/June 1991):103- 120.

Ted Benton, “Ecology, Socialism, and the Mastery of Nature: A Reply to Reiner Grundmann,” New Left Review 194 (July/August 1992):55-74

Paul Burkett, “On some common misperceptions about nature and Marx’s critique of political economy.” CNS 7 (1996):57-80.

James O'Connor, "Is Sustainable Capitalism Possible?" in M. O'Connor (ed.), Is Capitalism Sustainable? (Guilford, 1994).

[Note that you may want to skim the Ted Benton’s article (“Reflexive Modernization or Green Socialism?) that we will read in connection with ecological modernization theory.]

FYI: Martin O'Connor, Is Capitalism Sustainable? (Guilford, 1994); Ted Benton (ed.), The Greening of Marxism (Guilford Press, 1996); John Bellamy Foster, The Vulnerable Planet: A Short History of the Environment (Monthly Review Press, 1994), and Foster, Marx’s Ecology (Monthly Review Press, in press); Capitalism-Nature-Socialism (a journal edited by Jim O'Connor); Juan Martinez-Alier, Ecological Economics (Basil Blackwell, 1987); Paul Burkett, Marx and Nature (St. Martin’s Press, 1999); James O’Connor, Natural Causes: Essays in Ecological Marxism (Guilford, 1998); ; Reiner Grundmann, Marxism and Ecology (New Left Books, 1991).

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Week IV: Marxism and the Environment, II: Foster’s “Rift Analysis,” and Dickens’ Critical Realism (September 26)

John Bellamy Foster, “Marx’s theory of metabolic rift: classical foundations for environmental sociology,” American Journal of Sociology (September 1999).

Articles by Maarten de Kadt and Salvatore Engel-Di Mauro, Alan Rudy, Costas Panayotakis, and Joel Kovel in the symposium on Foster’s Marx’s Ecology (Monthly Review Press, 2000), in Capitalism- Nature-Socialism 12 (June 2001):49-84.

Replies: Paul Burkett, “Marx’s Ecology and the Limits of Contemporary Ecosocialism,” and Jason W. Moore, “Marx’s Ecology and the Environmental History of World Capitalism,” both forthcoming in Capitalism-Nature-Socialism (2001).

Peter Dickens, “A Green Marxism? Labor-Process, Alienation and the Division of Labor.” In R. E. Dunlap et al. (eds.), Sociological Theory and the Environment. Lanham, MD: Rowman and Littlefield, 2002.

Peter Dickens, “Beyond Sociology: Marxism and the Environment.” Pp. 179-194 in Michael Redclift and Graham Woodgate (eds.), International Handbook of Environmental Sociology (London: Edward Elgar, 1997).

Optional, in-depth reading: David Goldblatt, Social Theory and the Environment (Westview, 1996), Introduction and Chapter 4; Peter Dickens, Society and Nature (Wheatsheaf, 1992) and Dickens, Reconstructing Nature (Routledge, 1996).

Week V: Schnaiberg, the Treadmill of Production, Growth Machines, and Environmental Political Economy (October 3)

Allan Schnaiberg, The Environment. New York: Oxford University Press, 1980, Chapter 5.

Kenneth A. Gould, Allan Schnaiberg, and Adam S. Weinberg, Local Environmental Struggles. New York: Cambridge University Press, 1996, Chapter 1.

Allan Schnaiberg, “Reflections on My 25 Years Before the Mast of the Environment & Technology Section,” Paper presented at the annual meeting of the American Sociological Association, Anaheim, August 2001.

Harvey Molotch, “The Urban Growth Machine,” Chapter 18 in W. W. Murdoch (ed.), Environment. Sunderland, MA: Sinauer, 1975.

Skim the section of F. H. Buttel, “Social Institutions and Environmental Change” (In M. Redclift and G. Woodgate, International Handbook of Environmental Sociology,” 1997) in which “treadmills” and “growth machines” are discussed.

FYI: John Logan and , Urban Fortunes (University of California Press, 1987); Andrew E. G. Jonas and David Wilson, eds., The Urban Growth Machine: Critical Perspectives Two Decades Later (State University of New York Press, 1999).

173 PART II: NEW DIRECTIONS IN ENVIRONMENTAL SOCIOLOGY IN THE 1990S

Week VI: Cultural Sociologies of the Environment: Risk Society and Reflexive Modernization (October 10)

Ulrich Beck, Ecological Enlightenment (Humanities, 1995), Chapter 1 ("Politics in Risk Society").

Ulrich Beck, "Introduction," in Ecological Politics in an Age of Risk (Polity Press, 1995).

Stephen Eric Bronner, "Ecology, Politics, and Risk: The Social Theory of Ulrich Beck," Capitalism- Nature-Socialism 6 (March 1995):67-86.

Eugene A. Rosa, “Modern Theories of Society and the Environment: The Risk Society,” Chapter 4 in G. Spaargaren et al. (eds.), Environment and Global Modernity (London: Sage, 2000).

David Goldblatt, Social Theory and the Environment, Chapter 5 (“The Sociology of Risk: Ulrich Beck”).

Optional, in-depth reading: Anthony Giddens, Chapter 8, "Modernity Under a Negative Sign: Ecological Issues and Life Politics," in Beyond Left and Right (Polity, 1994); U. Beck, The Risk Society (Sage, 1992); U. Beck et al., Reflexive Modernization (Polity, 1994); Jane Franklin, ed., The Politics of Risk Society (Polity, 1998); Scott Lash et al., eds., Risk, Environment, and Modernity (Sage, 1996).

Week VII: Cultural Sociologies of the Environment, II: Social Constructionism, Postmodernism, the Hybridity of Nature, and the Retreat From Realist-Objectivism (scheduled for October 17— need to reschedule to October 16)

Peter J. Taylor, “How Do We Know We Have Global Environmental Problems? Undifferentiated Science-Politics and Its Potential Reconstruction,” Pp. 149-174 in P. J. Taylor et al. (eds.), Changing Life (University of Minnesota Press, 1997).

Riley E. Dunlap and William R. Catton, Jr., "Struggling with Human Exemptionalism: The Rise, Decline, and Revitalization of Environmental Sociology." The American Sociologist 25 (Spring 1994):5- 30.

Noel Castree and Bruce Braun, “The Construction of Nature and the Nature of Construction: Analytical and Political Tools for Building Survivable Futures.” Pp. 3-42 in B. Braun and N. Castree (eds.), Remaking Reality. New York: Routledge.

Bruno Latour, “To Modernize or Ecologize? That is the Question.” Pp. 221-242 in B. Braun and N. Castree (eds.), Remaking Reality. New York: Routledge.

Matthew Gandy, “Postmodernism and environmentalism: complementary or contradictory discourses?” In M. Redclift and G. Woodgate (eds.), International Handbook of Environmental Sociology (London: Edward Elgar, 1997), Chapter 9.

(You will find it useful to re-read Goldman and Schurman, “Closing the ‘Great Divide’. . .,” Annual Review of Sociology [2000].)

Additional sources: Phil Macnaghten and John Urry, Contested Natures (Sage, 1998), Klaus Eder, The Social Construction of Nature (Sage, 1996); reread Foster, “The Canonization of Environmental

174 Sociology.” FYI: William R. Freudenburg, John Hannigan, Environmental Sociology (Routledge, 1995); Scott Frickel, and Robert Gramling, "Beyond the Nature/Society Divide: Learning to Think About a Mountain," Sociological Forum 10 (1995):361-392; Andy Pickering, "Further Beyond the Nature/Society Divide: A Comment on Freudenburg, Frickel, and Gramling," Sociological Forum 11 (1996):153-159; William R. Freudenburg, Scott Frickel, and Robert Gramling, "Crossing the Next Divide: A Response to Andy Pickering," Sociological Forum 11 (1996):161-175; Ludwig Trepl, "Holism and Reductionism in Ecology: Technical, Political, and Ideological Implications," Capitalism-Nature-Socialism 5 (December 1994):13-31; Richard Levins and Richard C. Lewontin, "Holism and Reductionism in Ecology," Capitalism-Nature-Socialism 5 (December 1994):33-40; Donald Worster, "The Shaky Ground of Sustainability," in W. Sachs (ed.), Global Ecology (Zed, 1993), pp.132-145; Michael Soule, "The Social Siege of Nature," in Michael E. Soule and Gary Lease (eds.), Reinventing Nature? (Island Press, 1995); B. L. Turner et al., "Two types of global environmental change: definitional and scale issues in their human dimensions." Global Environmental Change 1 (1990):14-22; Ted Benton, "Biology and Social Science: Why the Return of the Repressed Should be Given a (Cautious) Welcome," Sociology 25 (1991):1-29; R. C. Lewontin, Biology as Ideology (HarperPerennial, 1991); Richard Levins and Richard Lewontin, The Dialectical Biologist (Harvard University Press, 1985); John Vandermeer, Reconstructing Biology (Wiley, 1996).

Week VIII: Consumption, Consmptionism, and the Environment

Alan Warde, “Afterward: the future of the sociology of consumption,” in S. Edgell et al. (eds.), Consumption Matters (Oxford: Basil Blackwell, 1996), pp. 302-312.

Michael Redclift, Wasted (London: Earthscan, 1996), Chapters 1 and 7.

Allan Schnaiberg, The Environment (New York: Oxford University Press, 1980), Chapter 4 (“The Expansion of Consumption: Does the Tail Wag the Dog?”).

Elisabeth Shove, “Revealing the invisible: sociology, energy, and the environment,” In M. Redclift and G. Woodgate (eds.), International Handbook of Environmental Sociology (London: Edward Elgar, 1997), Chapter 18.

Elisabeth Shove and Alan Warde, “Inconspicuous Consmption: The Sociology of Consumption, Lifestyles, and the Environment,” In R. E. Dunlap et al. (eds.), Sociological Theory and the Environment. Lanham, MD: Rowman and Littlefield, 2002.

Joseph Murphy and Maurie J. Cohen, “Consumption, Environment, and Public Policy.” Pp. 3-17 in Cohen and Murphy (eds.), Exploring Sustainable Consumption (New York: Elsevier. 2001).

Week IX: Ecological Modernization, I: The Rise of Ecological Modernization Thought and the Renaissance of Realist-Objectivism (October 31)

Arthur P. J. Mol and Gert Spaargaren, “Environment, Modernity, and the Risk Society: The Apocalyptic Horizon of Environmental Reform,” International Sociology 8 (1993):431-459.

Arthur P. J. Mol, “Ecological Modernization: Industrial Transformations and Environmental Reform,” Pp. 138-149 in M. Redclift and G. Woodgate (eds.), International Handbook of Environmental Sociology. London: Elgar, 1997.

Frederick H. Buttel, “Ecological Modernization as Social Theory,” GeoForum 31 (2000):57-65.

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Additional In-Depth Readings: Arthur P. J. Mol, The Refinement of Production (Van Arkel, 1995); Gert Spaargaren, Ecological Modernization of Production and Consumption (Wageningen University, 1996).

Week X: Ecological Modernization, II: Critique and Response (November 7)

Ted Benton, “Reflexive Modernization or Green Socialism?” In R. E. Dunlap et al. (eds.), Sociological Theory and the Environment. Lanham, MD: Rowman and Littlefield, 2002.

Ingolfur Blühdorn, “Ecological Modernization and Post-Ecologist Politics,” In G. Spaargaren et al. (eds.), Environment and Global Modernity. London: Sage, 2000, pp. 209-228.

Maarten A. Hajer, The Politics of Environmental Discourse: Ecological Modernization and the Policy Process (Oxford University Press, 1995), Chapter 6 (“Ecological Modernization: Discourse and Institutional Change”)

Joseph Boland, “Ecological Modernization,” Capitalism-Nature-Socialism 5 (1994):135-141.

Arthur P. J. Mol and Gert Spaargaren, “Ecological modernization theory in debate: a review,” in A. P. J. Mol and D. A. Sonnenfeld (eds.), Ecological Modernization Around the World (London: Cass, 2000), pp.17-49.

Week XI: Environmental Justice and Environmental Racism: Social Movement, Movement "Frame," Research Tradition, and Worldview (November 14)

Andrew Szasz and Michael Meuser, “Environmental Inequalities: Literature Review and Proposals for New Directions in Research and Theory,” Current Sociology 45 (July 1997):99-120.

Paul Mohai and Bunyan Bryant, "Environmental Racism: Reviewing the Evidence," in Bryant and Mohai (eds.), Race and the Incidence of Environmental Hazards (Westview Press, 1992).

Stella M. Capek, "The 'Environmental Justice' Frame: A Conceptual Discussion and an Application," Social Problems 40 (1993):5-24.

Laura Pulido, "A Critical Review of Environmental Racism Research," Antipode 28 (1996):142-159.

Barbara Epstein, “The Environmental Toxics Movement: Politics of Race and Gender,” CNS 8 (1997):63-87.

FYI: Note the special issue of American Behavioral Scientist on “Advances in Environmental Justice” (Vol. 43, January 2000), edited by Dorceta Taylor.

Week XII: The Environmental State and Environmental Reform (November 28)

Mol, A. P. J., and F. H. Buttel. 2000. “The Environmental State Under Pressure.” Forthcoming in Mol and Buttel (eds.), The Environmental State Under Pressure (Elsevier, 2002).

A. P. J. Mol and Gert Spaargaren, “Ecological Modernization and the Environmental State,” Forthcoming in Mol and Buttel (eds.), The Environmental State Under Pressure (Elsevier, 2002).

176 Allan Schnaiberg, Adam Weinberg, and David N. Pellow, “The Treadmill of Production and the Environmental State,” Forthcoming in Mol and Buttel (eds.), The Environmental State Under Pressure (Elsevier, 2002).

Frederick H. Buttel, “Environmental Sociology and the Explanation of Environmental Reform.” Paper prepared for presentation at the RC 24/Kyoto Environmental Sociology Conference, Kyoto, Japan, October 2001.

PART III: ENVIRONMENT AND DEVELOPMENT

Week XIII: Environment, Sustainability, and Development (December 5)

Stephen G. Bunker, "Natural Resource Extraction and Power Differentials in a Global Economy," In S. Ortiz and S. Lees (eds.), Understanding Economic Process (University Press of America, 1992), pp. 61- 84.

J. Timmons Roberts and Peter E. Grimes, “World-System Theory and the Environment: Toward a New Synthesis,” In R. E. Dunlep et al. (eds.)., Sociological Theory and the Natural Environment (Lanham, MD: Rowman and Littlefield, 2002).

Juan Martinez-Alier, "Commentary: The Environment as a Luxury Good or 'Too Poor to be Green'," Ecological Economics 13 (1995):1-10.

Wolfgang Sachs, "Sustainable Development,” Chapter 4 in M. Redclift and G. Woodgate (eds.), The International Handbook of Environmental Sociology. London: Elgar, 1997, pp. 71-82.

Optional, in-depth reading: Martell, Chapter 2.

FYI: Madhav Gadgil and Ramachandra Guha, Ecology and Equity (Routledge, 1995); Michael Redclift, Sustainable Development (Methuen, 1987); .

Week XIV: Political Ecology (December 12)

Richard Peet and Michael Watts, " and Environment in an Age of Market Triumphalism," in Peet and Watts (eds.), Liberation Ecologies (New York: Routledge, 1996).

Michael Goldman. “Customs in common: the epistemic world of commons scholars.” Theory and Society 26 (1997):1-37

Karl Zimmerer, “ and the ‘new ecology’: the prospect and promise of integration.” Annals of the Association of American Geographers 84 (1994):108-125.

Piers Blaikie, “A review of political ecology: issues, epistemology, and analytical narratives,” Zeitschrift fur Wirtschaftsgeographie 43 (1999):131-147.

R. L. Bryant, “Power, knowledge, and political ecology in the Third World: a review.” Progress in Physical Geography 22 (1998):79-94.

Peter Vandergeest, Mark Flaherty, and Paul Miller, “A Political Ecology of Shrimp Farming in Thailand,” Rural Sociology 64 (1999):573-596; Jasper Goss, Mike Skladany, and Gerad Middendorf,

177 “Shrimp Agriculture in Thailand: A Response to Vandergeest, Flaherty, and Miller,” Rural Sociology 66 (2001):451-460; Peter Vandergeest, Mark Flaherty, and Paul Miller, “Response to Jasper Goss, Mike Skladany, and Gerad Middendorf, ‘Shrimp Acquaculture in Ihailand: A response to Vandergeest, Flaherty, and Miller,” Rural Sociology 66 (2001):461-465; Jasper Goss, Mike Skladany, and Gerad Middendorf, “In Response to Vandergeest, Flaherty, and Miller,” Rural Sociology 66 (2001):465-467. 6

178

Major Topics and Issues in Soc/Rural Soc 948 Seminar: Environmental and Resource Sociology Fall 2001

Frederick H. Buttel

The classical tradition/(ir)relevance of the classical tradition to environmental sociology

“Paradigms”/(ir)relevance of mainstream sociology: environmental sociology as a “new paradigm”

Metatheory vs. theory

Units of analysis (society, and the national/societal/extra-societal [ultimately global] environment as units of analysis)

Treadmills and growth machines

Ecological neo-Marxism

Social constructionism, and cultural sociology in general

Environmental sociology as explanation of degradation vs. gateway to environmental reform/improvement

Marxism and environmental sociology

Modernity, Reflexive Modernizationism, Risk Society, and Ecological Modernization: pessimism, alarmism, and degradationism transcended?

Science and environment

Nature of environmentalism and environmental mobilization

First World and Third World Environmentalism: Debates Over Postmaterialism

Environmental Inequalities and Environmental Justice

“Greening” and sustainable development

Environmental science and epistemic communities

Environment-Consumption Relationships and Consumptionism

179 Optional Topic

Murphy’s Ecological Neo-Weberianism

Raymond Murphy, Rationality and Nature (Westview Press, 1994).

Patrick C. West, "'s Human Ecology of Historical Societies," in V. Murvar, ed., Theory of Liberty, Legitimacy, and Power (Routledge & Kegan Paul, 1984).

FYI: Raymond Murphy, Sociology and Nature (Westview Press, 1997). Juan Martinez-Alier, "Political Ecology, Distributional Conflicts, and Economic Incommensurability," New Left Review 211 (May/June 1995):70-88.

180 ADVANCED TOPICS IN ENERGY, ENVIRONMENT, AND NATURAL RESOURCES POLICY: “INEQUALITIES IN ENVIRONMENTAL RISK” Sociology 665

Sherry Cable University of Tennessee at Knoxville

COURSE DESCRIPTION:

The general subject of this doctoral level course is the unequal distribution of environmental risks across various status hierarchies. We will first examine the sociological literature on the topic of environmental racism to identify some of the gaps. The remainder of the course reflects our estimation of the areas in general sociology that promise an improved understanding of environmental racism. As a result, we examine, among other topics, , differing modes of production, institutional discrimination, the epidemiological transition, the American apartheid system, environmental policy, the demographics of land use and occupancy, the legal grounds for establishing environmental racism, and environmental justice and national security. The literature covered will include historical, sociological, and legal sources. The format of the course is lecture and discussion.

The specific objectives of this course are:

to provide you with a specific knowledge of environmental justice, an area of emphasis within the field of environmental sociology; to demonstrate how to address a body of literature to identify trends, deficiencies, and established facts; to sharpen your understanding of methodology and statistics within a specific substantive area; to contribute to your understanding of the nature and purpose of literature reviews; and to de-mystify the process of specialty examinations.

COURSE REQUIREMENTS:

Final grades for the course will be based on class participation (occasionally we will assign readings for which you will be responsible in leading discussion), the preparation of three specialty examination-type questions, and a final examination in which students answer one of their own questions.

The purpose in the requirement of specialty examination questions is to demonstrate the close connections among individual articles/books, literature reviews, and specialty exam questions. Students tend to write literature reviews that consist of brief, discrete descriptions of a number of articles on a general topic, organized either randomly or chronologically. Instead, literature reviews should be thematic and analytical, indicating how one cluster of articles is related to another cluster and what gaps exist in the literature - what questions have not been addressed that should be. Such writing requires that you analyze and integrate the literature. It is this type of understanding of the literature that forms the basis for faculty's writing of specialty examination questions. Therefore, the plan is to help you learn, simultaneously, about literature reviews and specialty examinations.

You will write three specialty exam questions on the topic of environmental racism. Each question should elicit an essay that is similar to literature reviews on specific topics - it should require a response that synthesizes and analyzes the literature. A draft of your questions is due on October 31 for our review and comments. Your revised questions are due November 28. On the day of the final exam, you will be given one of your questions to write an essay.

181

Course grade 30% class participation, 30% 3 questions, 40% final exam.

READING MATERIALS:

Assigned readings include a series of articles and books. The required articles are listed in the next section of this syllabus and are available in the Reserve Room of the library. Besides the required readings, the next section also lists optional readings that should be useful to you in writing the specialty exam questions. The required books are listed below and are available at local bookstores.

Alphonso Pinkney. 1993. Black Americans. 4e. Englewood Cliffs, NJ: Prentice Hall.

Joe R. Feagin and Clairece Booher Feagin. 1986. Discrimination American Style: Institutional Racism and Sexism. 2e. Melbourne, FL: Krieger Pub. Co.

Riley E. Dunlap and Angela G. Mertif. 1992. American Environmentalism: The US Environmental Movement, 1970-1990. Washington, DC: Taylor & Francis.

Andrew Hurley. 1995. Environmental Inequalities: Class, Race, and Industrial Pollution in Gary, Indiana, 1945-1980. Chapel Hill: UNC Press.

Michael Renner. 1996. Fighting for Survival: Environmental Decline, Social Conflict, and the New Age of Insecurity. NY: WW Norton & Co.

Please note on articles with JSTOR you may find this reference at and download as adobe file. Articles designated with LEXIS NEXIS may be obtained through the Hodges Library links to data bases.

LECTURE TOPICS AND READINGS

Lecture 1: (Cable) "Introduction to the Topic of Environmental Racism"

"Review of the Environmental Racism Literature: Environmental Racism? Yes and No"

This lecture provides a selective review of the literature that identifies some important shifts of emphasis in the research area. From 1987 to 1994, the literature is dominated by studies reporting evidence of environmental racism. Some were case studies but by 1992 a shift to quantitative methodologies was apparent. The focal dependent variable tended to be waste disposal sites. In 1994-1995, researchers began to report on studies that failed to find evidence of environmental racism. Since 1995, the literature has featured some thoughtful methodological reflections in efforts to explain the discrepant findings in the literature.

Required readings: None

Optional readings:

Robert D. Bullard. 1990. Dumping in Dixie: Race, Class and Environmental Quality. Boulder: Westview Press.

182 Sherry Cable and Thomas Shriver. 1995. "Production and extrapolation of meaning in the environmental justice movement." Sociological Spectrum 15: 419-442.

Stella Capek. 1993. "The environmental justice frame: A conceptual discussion and an application. Social Problems 40:5-24.

Marie D. Hoff and Mary E. Rogge. 1996. "Everything that rises must converge: Developing a Social Work response to environmental injustice." Journal of Progressive Human Services 7(1): 41-56.

Mary E. Rogge. 1993. "Social work, disenfranchised communities, and the natural environment: Field education opportunities." Journal of Social Work Education 29,1(Winter): 111-120.

Lecture 2: (Hastings) "Social Inequalities: Modes of Production and Status Differentiation versus Status Discrimination"

This lecture covers some basic elements for an understanding of social inequalities. Inequalities are discussed as a product of different modes of production. Distinctions are made between status differentiation and status discrimination.

Required readings:

Vincent Jeffries and H. Edward Ransford. 1980. Social Stratification: A Multiple Hierarchy Approach. Boston: Allyn Bacon. Chapters 1,2,5.

Optional readings:

Vincent Jeffries and H. Edward Ransford. 1980. Social Stratification: A Multiple Hierarchy Approach. Boston: Allyn Bacon. Chapters 3,6,7, 13.

Lecture 3: (Cable) "Intro to Social Stratification, I: Why do Social Inequalities Occur?"

Distinctions are made between two types of explanations for social stratification: biopsychological explanations and sociocultural explanations. Modes of production and the role of social surplus in institutionalized stratification are discussed.

Required readings: None

Optional readings:

Daniel W. Rossides. 1997. Social Stratification: The Interplay of Class, Race, and Gender. Upper Saddle River, NJ: Prentice-Hall.

Robert A. Rothman. 1999. Inequality and Stratification: Race, Class, and Gender. 3e. Upper Saddle River, NJ: Prentice-Hall.

Lecture 4: (Hastings) "The Unequal Distribution of Risks"

183 Discusses the nature and distribution of risks that derives from the carrying capacity of the earth and from population size and density.

Required readings:

William R. Catton, Jr. 1980. Overshoot: The Ecological Basis of Revolutionary Change. Urbana: University of IL. [GF41.C37]

Clive Ponting. A Green History of the World. NY: St. Martin's. [GF75.P66]

Optional readings:

Beck. Risk Society.

Suggest web sites on inequality.

Lecture 5: (Cable) "Intro to Social Stratification, II: Global Stratification and Hegemonic Culture"

Addresses the relationship between social class and life chances of the individual. Reviews Wallerstein's concepts of core, periphery, and semi-periphery nations in a global stratification system. Discusses the legitimation of class structure through a hegemonic culture.

Required readings: None

Optional readings:

Daniel W. Rossides. 1997. Social Stratification: The Interplay of Class, Race, and Gender. Upper Saddle River, NJ: Prentice-Hall.

Robert A. Rothman. 1999. Inequality and Stratification: Race, Class, and Gender. 3e. Upper Saddle River, NJ: Prentice-Hall.

Lecture 6: (Cable): "Racial Inequalities and Black Life Chances"

Examines the life chances of black Americans in the following areas: socioeconomic status (e.g., education, occupational status, income); social institutions (e.g., family life and political life); health (e.g., mortality rates, quality of health care, homicide, homelessness, and adolescent pregnancy and childbearing).

Required readings:

Alphonso Pinkney. 1993. Black Americans. 4e. Englewood Cliffs, NJ: Prentice Hall.

Optional readings: None

Lecture 7: (Hastings) "The Demographic and Epidemiological Transition"

184 Discusses the initial and revised theories of the demographic and epidemiological transition. Examines the mortality transition in the US in three time periods; frontier, rural, and urban differentials in mortality; and morbidity and mortality differentials across class, race, and gender. Addresses patterns of land use and occupancy resulting in segregation and hypersegregation.

Required readings:

Abdel R. Omran. 1971. The epidemiologic transition. A theory of epidemiology of population change. Milbank Memorial Fund Quarterly 49:509-538.

Richard G. Rodgers and Robert Hackenberg. 1987. "Extending epidemiological transition theory: A new stage." Social Biology 34 (3-4): 234-243.

Catherine Hofer Levison, Donald W. Hastings, and Jerry N. Harrison. 1981. "The epidemiologic transition in a frontier town: Manti, Utah, 1849-1977." American Journal of Physical Anthropology, Vol 56 No. 1 (September): 83-93.

Robert A. Hummer. 1996. "Black-white differences in health and mortality: A review and conceptual model." The Sociological Quarterly 37, 1:105-125.

Douglas S. Massey. 1979. "Residential segregation of Spanish Americans in United States urban areas." Demography 16,4: 553-563.

Mark Schneider and Thomas Phelan. 1993. "Black suburbanization in the 1980s." Demography 30,2 (May): 269-279.

Douglas Massey, A. Gross, and K. Shibuya. 1994. "Migration, segregation, and the geographic concentration of poverty." American Sociological Review 59: 425-445.

Optional readings:

Sulaiman M. Bah. 1995. "Quantitative approaches to detect the fourth stage of the epidemiologic transition." Social Biology 42 (1-2):141-148.

S.L.N.Rao. 1973. "On long term mortality trends in the United States, 1850-1968." Demography 10,3 (August): 405-419. .

Katherine A. Lynch, Geraldine P. Mineau, and Douglas L. Anderton. 1985. "Estimates of infant mortality on the western frontier." Historical Methods 18,4 (Fall): 155-164.

Paul H. Price. 1954. "Trends in mortality differentials in the United States." Southwestern Social Science Quarterly 35,4: 255-263.

Aaron Antonovsky. 1967. "Social class, life expectancy, and overall mortality." Milbank Memorial Fund Quarterly XLV, 2, Part 1: 31-73.

Richard G. Rogers. 1992. "Living and dying in the U.S.A.: Sociodemographic determinants of death among blacks and whites." Demography 29,2 (May): 287-303.

185 Daniel T. Lichter. 1985. "Racial concentration and segregation across counties, 1950-1980." Demography 22,4 (Nov.): 603-609.

Douglas S. Massey and Nancy A. Denton. 1989. "Hypersegregation in U.S. metropolitan areas: Black and Hispanic segregation along five dimensions." Demography 26,3 (August): 373-391.

Lecture 8: (Cable) "Racial Inequalities and Institutional Discrimination"

Discusses concept of institutional discrimination. Distinguishes between direct and indirect and between intentional and unintentional discrimination to describe four types of racial discrimination: isolate, small- group, direct institutionalized and indirect institutionalized. Provides application of institutional discrimination framework to the economic institution to discuss six mechanisms of economic discrimination: recruitment practices; screening practices; tracking systems; promotion practices; terms and conditions of employment; and layoff, discharge, and seniority practices.

Required readings:

*Joe R. Feagin and Clairece Booher Feagin. 1986. Discrimination American Style: Institutional Racism and Sexism. 2e. Melbourne, FL: Krieger Publishing Co. Pp. ??

Optional readings:

Charles V. Hamilton and Stokeley Carmichael. 1967. Black Power. NY: Vintage Books.

Louis L. Knowles and Kenneth Prewitt, eds. 1969. Institutional Racism in America. Englewood Cliffs, NJ: Prentice Hall.

Lecture 9: (Cable) "Industrialization and the Establishment of the American Apartheid System, 1619- 1954"

A selective history of the US that analyzes the entrenchment of de jure institutional discrimination based on race. Examines how changes in economic needs influenced the organization of labor in ways that promoted racist institutions and shaped cultural forces supporting racism.

Required readings:

Martin N. Marger. 1991. "Chapter 7, African Americans." Pp. 221-278 in Race and Ethnic Relations: American and Global Perspectives. Belmont, CA: Wadsworth Publishing Company.

Optional readings:

Wanda Rushing Edwards. 1998. Mediated Inequality: The Role of Governmental, Business, and Scientific Elites in Public Education. Unpublished doctoral dissertation, Department of Sociology, University of Tennessee-Knoxville.

Philip S. Foner. 1974. Organized Labor and the Black Worker, 1619-1973. NY: Praeger Publishers.

Melvin M. Leiman. 1993. The Political Economy of Racism: A History. London: Pluto Press.

186 Manning Marable. 1983. How Capitalism Underdeveloped Black America. Boston: South End Press.

Doug McAdam. 1982. Political Process and the Development of Black Insurgency, 1930-1970. Chicago: University of Chicago Press.

Gary B. Nash. 1974. Red, White, and Black: The Peoples of Early America. Englewood Cliffs, NJ: Prentice Hall.

Gavin Wright. 1986. Old South New South: Revolutions in the Southern Economy Since the Civil War. NY: Basic Books.

Howard Zinn. 1995. A People's History of the United States, 1492-Present. NY: Harper Collins Publisher, Inc.

Lecture 10: (Hastings) "Environmental Racism"

Offers a review of basic definitions on the relationship between attitudes and behavior as discussed in theories and compares those definitions with rhetorical definitions of environmental racism and with legal definitions of environmental discrimination.

Required readings:

S. Carmichael and C. Hamilton. Black Power. NY: Vintage, 1967.

Robert D. Bullard. 1994. "Symposium: The legacy of American apartheid and environmental racism." St. John's Journal of Legal Commentary 9; 445.

Michel Gelobter. 1994. "The meaning of urban environmental justice." Fordam Urban Law Journal. 21:841.

Vicki Been. 1994. "Essays on environmental justice: Market dynamics and siting of LULUs: Questions to raise in the classroom about existing research." West Virginia Law Review 96 (Summer): 1069.

Terence J. Center, Warren Kriesel, and Andrew G. Keeler. 1996. "Environmental justice and toxic releases: Establishing evidence of discriminatory effect based on race and not income." Wisconsin Environmental Law Journal 3 (Summer): 119.

Culhane, John G. 1997. "Commentary: The emperor has no causation: Exposing a judicial misconstruction of science. Widener Law Symposium Journal (Fall): 185-204.

Eric J. Krieg. 1995. "A socio-historical interpretation of toxic waste sites: The case of Greater Boston." American Journal of Economics and Sociology 54,1 (Jan.): 1-14.

Eric J. Krieg. 1998. "Methodological considerations in the study of toxic waste hazards." Social Science Journal 35,2 (April): 191-201.

Optional readings:

Champion et al., 1987. Sociology. NY: Holt, Rinehart, & Winston. Chapter 7. Pp. 150-178.

187 Gordon Allport.1958. The Nature of Prejudice. Garden City, NY: Doubleday Anchor.

Robert D. Bullard. 1993. "Anatomy of environmental racism." In The Theory and Practice of Environmental Justice. Pp. 25-35.

Sheila Foster. 1993. "Race(ial) matters: The quest for environmental justice." Ecology Law Quarterly 20: 721-753.

Lynn E. Blais. "Environmental racism reconsidered." North Carolina Law Review 75: 75.

Paul Stretesky and Michael J. Hogan. 1998. "Environmental justice: An analysis of superfund sites in Florida." Social Problems 45,2: 268-287.

Timothy Maher. 1998. "Environmental oppression: Who is targeted for toxic exposure?" Journal of Black Studies 28,3 (January): 357-367.

Glynis Daniels and Samantha Friedman. 1999. "Spatial inequality and the distribution of industrial toxic releases: Evidence from the 1990 TRI." Social Science Quarterly 80,2 (June): 244-262.

Andrew Szasz, Michael Meuser, Hal Aronson, Hiroshi Fukurai. 1993. "The demographics of proximity to toxic releases: The case of Los Angeles County." Paper Presented at the 1993 ASA meetings, Miami, Florida.

J.. Tome Boer, Manuel Pastor, Jr., James L. Sadd, Lori D. Snyder. 1997. "Is there environmental racism?: The demographics of hazardous waste in Los Angeles County." Social Science Quarterly 78,4: 793-810.

Lecture 11: (Mix) "Review of Statistical Studies"

Examines and categorizes the statistical studies in environmental racism, emphasizing various operationalizations of dependent and independent variables. Discusses role of race, of class, and race X class in siting decisions.

Required readings:

Charles Lee. 1992. Chapter 2. "Toxic waste and race in the United States." In Race and the Incidence of Environmental Hazards: A Time for Discourse Pp. 10-27 Bunyan Bryant and Paul Mohai. Eds. Westview Press. Boulder, CO.

Paul Mohai and Bunyan Bryant. 1992. "Chapter 13-Environmental racism: Reviewing the evidence." Pp. 163-176 in Race and the Incidence of Environmental Hazards: A Time for Discourse. Bunyan Bryant and Paul Mohai. Eds. Westview Press. Boulder, CO.

Liam Downey. 1998. "Environmental injustice: Is race or income a better predictor?" Social Science Quarterly 79,4 (December): 766-778.

Optional readings:

B Goldman. 1994. Not Just Prosperity: Achieving Sustainability with Environmental Justice. Washington, D.C.: National Wildlife Federation. (Reviews 64 studies)

188 Rae Zimmerman. 1994. "Issues of classification in environmental equity: How we manage is how we measure." Fordham Urban Law Journal 21 (Spring): 664. (LEXUS NEXUS)

Laura Pulido. 1996. "A critical review of the methodology of environmental racism research." Antipode 28,2 (April): 142-159.

Adam S. Weinberg. 1998. "The environmental justice debate: A commentary on methodological issues and practical concerns." Sociological Forum 13,1 (March): 25-32.

Lecture 12: (Hastings) "The Siting Process"

Discusses who the decision-makers are in siting a noxious facility. Examines the factors driving the decision to site: historical patterns of land use, of host community, economic forces, legal constraints and anticipated resistance. Discusses risk differentials in siting, speed of clean-up of toxic site, and in corporate fines imposed.

Required readings:

Gloria E. Helfand and James L. Peyton. 1999. "A conceptual model of environmental justice." Social Science Quarterly 80,1 (March) 68-83.

Maurie J. Cohen. 1997. "The spatial distribution of toxic chemical emissions: Implications for non- metropolitan areas." Society and Natural Resources 10: 17-41.

J. Tome Boer, Manuel Pastor, Jr., James L. Sadd, Lori D. Snyder. 1997. "Is there environmental racism" The demographics of hazardous waste in Los Angeles County." Social Science Quarterly 78,4: 793-810.

Eric J. Krieg. 1995. "A socio-historical interpretation of toxic waste sites: The case of Greater Boston." American Journal of Economics and Sociology 54,1 (Jan.): 1-14.

Robert D. Bullard. 1983. "Solid waste sites and the black Houston community." Sociological Inquiry 53 (23): 273-288.

Harvey L. White. 1992. "Chapter 10-Hazardous waste incineration and minority communities." Pp. 126- 139 in Race and the Incidence of Environmental Hazards: A Time for Discourse. Bunyan Bryant and Paul Mohai. Eds. Westview Press. Boulder, CO.

Been, Vicki. 1994. "Locally undesirable land uses in minority neighborhoods: Disproportionate siting or market dynamics? Yale Law Journal 103: 1383-1421.

Andrew Szasz and Michael Meuser. 2000. "Unintended, Inexorable: The production of environmental inequalities in Santa Clara County, California." American Behavioral Scientist 43,4 (Jan.): 602-632.

Douglas L. Anderton, Andy B. Anderson, Peter H. Rossi, John Michael Oates, Michael R. Fraser, Eleanor W. Weber, and Edwards J. Calabrese. 1994. "Hazardous waste facilities: 'Environmental equity' issues in metropolitan areas." Evaluation Review 18,2: 123-140.

Douglas L. Anderton, Andy B. Anderson, John Michael Oakes, and Michael R. Fraser. 1994.

"Environmental Equity: The demographics of dumping." Demography 31,2: 229-248.

189

Philip H. Pollock, III and M. Elliot Vittas. 1995. "Who bears the burdens of environmental pollution? Race, ethnicity, and environmental equity in Florida." Social Science Quarterly 76, 2: 294-309.

Been, Vicki. 1995. "Analyzing evidence of environmental justice." Journal of Land Use and Environmental Law 11,1: 1-36.

Vicki Been and Francis Gupta. 1997. "Coming to the nuisance or going to the barrios? A longitudinal analysis of environmental justice claims. Ecology Law Quarterly 1-56.

Evan J. Ringquist. 1997. "Equity and the distribution of environmental risk: The case of TRI facilities." Social Science Quarterly 78,4: 811-829.

Marianne Lavelle and Marcia A. Coyle. 1992. "Unequal protection: The racial divide in environmental law." Revision of National Law Journal 21 (September).

Rae Zimmerman. 1993. "Social equity and environmental risk." Risk Analysis 13,6: 649-666.

Douglas L. Anderton, John Michael Oakes, and Karla L. Egan. 1997. "Environmental equity in Superfund: Demographics of the discovery and prioritization of abandoned toxic sites." Evaluation Review 21,1: 3-26.

Andrew Szasz and Michael Meuser. 1997. "Environmental inequalities: Literature review and proposals for new directions in research and theory." Current Sociology 45,3 (July): 99-120.

Optional readings:

John A. Hird and Michael Reese. 1998. "The distribution of environmental quality: An empirical analysis." Social Science Quarterly 79,4 (December): 694-716.

Sheila Foster. 1998. "Justice from the ground up: Distributive inequities, grassroots resistance, & the transformative politics of the environmental justice movement." California Law Review 86 (July): 775. Stuff on Chester, PA. (LEXUS NEXUS)

Robert D. Bullard and Beverly Hendrix Wright. 1986-87. "Blacks and the environment." Humboldt Journal of Social Relations 14: 1-2 (Fall/Winter & Spring/Summer): 165-184.

Robert D. Bullard and Beverly H. Wright. 1989. "Toxic waste and the African American Community" The Urban League Review 13,1-2: 67-75.

Robert D. Bullard. 1990. "Ecological inequities and the New South: Black communities under siege." Journal of Ethnic Studies 17,4: 101-113.

Conner Bailey and Charles E. Faupel. 1992. "Chapter 11-Environmentalism and civil rights in Sumter County, Alabama." Pp. 14-152 in Race and the Incidence of Environmental Hazards: A Time for Discourse. Bunyan Bryant and Paul Mohai. Eds. Westview Press. Boulder, CO.

190 Andrew Szasz, Michael Meuser, Hal Aronson, Hiroshi Fukurai. 1993. "The demographics of proximity to toxic releases: The case of Los Angeles County." Paper Presented at the 1993 ASA meetings, Miami, Florida.

Pamela Davidson and Douglas L. Anderton. 1998. "Demographics of dumping II: A national environmental equity survey and the distribution of hazardous materials handlers." PAA.

Benjamin A. Goldman. 1996. "What is the future of environmental justice?" Antipode 28,2: 122-141.

Paul Mohai. 1995. "Methodological issues: The demographics of dumping revisited: Examining the impact of alternative methodologies in environmental justice research." Virginia Environmental Law Journal 14 (Summer): 615 .

James T. Hamilton. 1995. "Testing for environmental racism: Prejudice, profits, political power?" Journal of Policy Analysis and Management 14, 1: 107-132.

Tracy Yandle and Dudley Burton. 1996. "Reexamining environmental justice: A statistical analysis of historical hazardous waste landfill siting patterns in metropolitan Texas." Social Science Quarterly 77,3: 477-492.

Robert D. Bullard. 1996. "Environmental justice: It's more than waste facility siting." Social Science Quarterly 77,3: 493-499.

Paul Mohai. 1996. "Environmental justice analytic justice? Reexaming historical hazardous waste landfill siting patterns in metropolitan Texas." Social Science Quarterly 77,3: 500-507.

Douglas L. Anderton. 1996. "Methodological issues in the spatiotemporal analysis of environmental equity. Social Science Quarterly 77,3: 508-515.

Jack N. Barkenbus, Jean H. Peretz, Jonathan D. Rubin. 1996. "More on the agenda." Social Science Quarterly 77,3: 615-519.

Tracy Yandle and Dudley Burton. 1996. "Methodological approaches to environmental justice: A rejoinder." Social Science Quarterly 77,3: 520-527.

J.E. Kelsall, J.M. Samet, S.L. Zeger, and J. Xu. 1997. "Air pollution and mortality in Philadelphia, 1974- 1988." American Journal of Epidemiology 146,9: 750-762.

Paul Stretesky and Michael J. Hogan. 1998. "Environmental justice: An analysis of superfund sites in Florida." Social Problems 45,2: 268-287.

John A. Hird. 1993. "Environmental policy and equity: The case of Superfund." Journal of Policy Analysis and Management 12,2: 323-343.

Michael Gelobter. 1992. "Chapter 5-Toward a model of 'environmental discrimination.'" Pp. 64-81 in Race and the Incidence of Environmental Hazards: a Time for Discourse. Bunyan Bryant and Paul Mohai. Eds. Westview Press. Boulder, CO.

191 Lecture 13: (Cable) "Institutional Discrimination in Housing"

Application of Feagin and Feagin's institutional discrimination framework to housing. Discussion of role of housing discrimination in discrimination in other social institutions. Relevance for environmental racism.

Required readings:

Joe R. Feagin and Clairece Booher Feagin. 1986. Discrimination American Style: Institutional Racism and Sexism. 2e. Melbourne, FL: Krieger Publishing Co.

Optional readings:

None

Lecture 14: (Hastings) "Science, Risk, and Environmental Illness"

Examination of the medical model of harm and the role of expert testimony in litigation. Examination of environmental illness, comparing perceptions of scientists with those of popular or folk epidemiologists. Identifies problems in proving harm and intent to harm in court.

Required readings:

Phil Brown. "The popular epidemiology approach to toxic waste contamination." Source? pp. 133-155.

Steve Kroll-Smith & H. Hugh Floyd. date? Bodies in Protest. place: pub. Pp.17-67, 163-182.

Phil Brown and Edwin J. Mikkelson.1990. No Safe Place. Berkeley. University of California Press, 1990. Pp.125-163.

Stephen R. Couch and Steve Kroll-Smith. 1997. "Environmental movements and expert knowledge: Evidence for a new populism." Pp. 1`55-174. In Living with Industry, Coping with Chemicals. Environmental Movements and Expert Knowledge. Robert O. Washington and Joyce N. Levine. Eds. University of New Orleans. College of Urban and Public Affairs. September.

Diane Schwartz. 1997. "Environmental racism: Using legal and social means to achieve environmental justice." Journal of Environmental Law and Litigation 12: 409.

Kelli E. Reddic and Clydia J. Cuyenkendall. 1995. "Environmental discrimination based on race or poverty." Thurgood Marshall Law Review 21: 155.

Jill E. Evans. 1998. "Challenging the racism in environmental racism. Redefining the concept of intent." Arizona Law Review 40 (Winter): 1219.

Bradford C. Mank. 1999. "Is there a private cause of action under EPA's Title VI regulations? The need to empower environmental justice." Columbia Journal of Environmental Law 24:1.

Peter L. Reich. 1992. "Greening the ghetto: A theory of environmental race discrimination." Kansas Law Review 4 (Winter): 272.

192 Robert R. Kuehn. 1996. "The environmental justice implications of quantitative risk assessment." University of Illinois Law Review: 103.

Frank B. Cross. 1994. "The public role risk control." Environmental Law 21 (Summer): 888.

James S. Freeman and Rachel D. Godsil. 1994. "The question of risk: Incorporating community perception into environmental risk assessments." Fordam Urban Law Journal 21 (Spring): 547.

Optional readings:

David V. Bates. 1994. Environmental Risks and Public Policy: Decision Making in Free Societies. Seattle. University of Washington Press.

Michael K. Heiman. 1997. "Science by the people: Grassroots environmental monitoring and the debate over scientific enterprise." Reprinted form Journal of Planning Research Education. Pp. 133-145. In Living with Industry, Coping with Chemicals. Environmental Movements and Expert Knowledge. Robert O. Washington and Joyce N. Levine. Eds. University of New Orleans. College of Urban and Public Affairs. September.

Margot W. Garcia. 1997. "Science and the people: A response to science by the people. Pp. 147-149. In Living with Industry, Coping with Chemicals. Environmental Movements and Expert Knowledge. Robert O. Washington and Joyce N. Levine. Eds. University of New Orleans. College of Urban and Public Affairs. September.

Michael K. Heiman. 1997. "Ours is not to question why, ours is just to quantify: A response." Pp. 151- 154. In Living with Industry, Coping with Chemicals. Environmental Movements and Expert Knowledge. Robert O. Washington and Joyce N. Levine. Eds. University of New Orleans. College of Urban and Public Affairs. September.

Kathy Bunting. 1995. "Risk assessment and environmental justice: A critique of ther current legal framework and suggestions for the future." Buffalo Environmental Law Journal (Fall) 3:129.

Lecture 15: (Cable) "The Failure of Environmental Policy"

Provides a quick introduction to public policy in general and environmental policy in particular. Analyzes the failure of environmental policy as a product of the conflicting roles of the modern liberal democratic state. Discusses the history of the US Environmental Movement and its role in environmental policy.

Required readings:

Sherry Cable and Michael Benson. 1993. "Acting locally: Environmental injustice and the emergence of grass-roots environmental organizations." Social Problems 40,4 (November): 464-477.

Riley E. Dunlap and Angela G. Mertig. 1992. American Environmentalism: The US Environmental Movement, 1970-1990. Washington, D.C.: Taylor & Francis.

Daniel J. Fiorino. 1989. "Environmental risk and democratic process: A critical review." Columbia Journal of Environmental Law 14,501:503-547.

193 Charles L. Harper. 1996. "Chapter 4, Global climate change: Uncertainty, risk, and policy" and "Chapter 9, Transforming structures: Markets, politics, and policy." Pp. 109-148 and pp. 335-364 in Environment and Society: Human Perspectives on Environmental Issues. Upper Saddle River, NJ: Prentice Hall.

Robert C. Paehlke. 1994. "Environmental values and public policy." Pp. 349-368 in N. Vig and M. Kraft (eds.) Environmental Policy in the 1990s: Toward a New Agenda. 2e. Washington, D.C.: Congressional Quarterly Press.

Thomas Dietz, Paul C. Stern, and Robert W. Rycroft. 1989. "Definitions of conflict and the legitimation of resources: The case of environmental risk." Sociological Forum 4,1: 47-70.

Optional readings:

Clinton J. Andrews. 1998. "Public policy and the geography of US environmentalism." Social Science Quarterly 79,1 (March): 55-73.

Susan J. Buck. 1996. Understanding Environmental Administration and Law. 2e. Washington, D.C.: Island Press.

Robert J. Brulle. 1996. "Environmental discourse and social movement organizations: A historical and rhetorical perspective on the development of US environmental organizations." Sociological Inquiry 66,1(February): 58-83.

Sherry Cable and Charles Cable. 1995. Environmental Problems/Grassroots Solutions: The Politics of Grassroots Environmental Conflict. NY: St. Martin's Press.

Ray Clark and Larry Canter (eds.). 1997. Environmental Policy and NEPA: Past, Present, and Future. Boca Raton, FL: St. Lucie Press.

Giovanna Di Chiro. 1992. "Defining environmental justice: Women's voices and grassroots politics." Socialist Review 22,4 (October-December): 93-129.

Jack Doyle. 1992. "Hold the applause: A case study of corporate environmentalism." The Ecologist 22,3 (May/June): 84-90.

Steve Fox. 1991. Toxic Work: Women Workers at GRE Lenkurt. Philadelphia: Temple University Press.

Kenneth A. Gould, Adam S. Weinberg, and Allan Schnaiberg. 1993. "Legitimating impotence: Pyrrhic victories of the modern environmental movement." Qualitative Sociology 16,3: 207-246.

John Hodges-Copple. 1987. "State roles in siting hazardous waste facilities." Forum for Applied Research and Public Policy Fall: 78-88.

Celene Krauss. 1993. "Women and toxic waste protests: Race, class and gender as resources of resistance." Qualitative Sociology 16,3: 247-262.

Frances M. Lynn and Jack D. Kartez. 1994. "Environmental democracy in action: The Toxics Release Inventory." Environmental Management 18,4: 511-521.

194 Dorothy Nelkin and Michael S. Brown. 1984. Workers At Risk: Voices from the Workplace. Chicago: University of Chicago Press.

Peter C. Yeager. 1987. "Structural bias in regulatory law enforcement: The case of the US Environmental Protection Agency." Social Problems 34,4: 330-344.

Lecture 16: (Cable) "A Case Study of Environmental Racism: Oak Ridge and the Scarboro Community"

Takes an historical approach in explaining present environmental racism in Oak Ridge. Discusses the relevance of the debate over the significance of race in American life.

Required readings:

Andrew Hurley. 1995. Environmental Inequalities: Class, Race, and Industrial Pollution in Gary, Indiana, 1945-1980. Chapel Hill: University of North Carolina Press.

Joe R. Feagin. 1991. "The continuing significance of race: Antiblack discrimination in public places." American Sociological Review 56 (February): 101-116.

Optional readings:

Charles Willie. 1983. Race, Ethnicity, and Socioeconomic Status. Bayside: General Hall.

William J. Wilson. 1978. The Declining Significance of Race. Chicago: University of Chicago Press.

William J. Wilson. 1987. The Truly Disadvantaged: The Inner City, the Underclass, and Public Policy. Chicago: University of Chicago Press.

Lecture 17: (Mix) "Environmental Equity and Environmental Justice"

What is meant by fairness in the distribution of risk? What is meant by fairness in the distribution of benefit? Is fairness pragmatically possible?

Required readings:

Vicki Been. 1993. "What's fairness got to do with it? Environmental Justice and siting of locally undesirable land uses." Cornell Law Review 78 (Sept.): 1001-

Troy W. Hartley. 1995. "Environmental justice: An environmental civil rights value acceptable to all world views." Environmental Ethics 17,3: 277-289.

Optional readings:

Peter S. Wenz. 1988. Environmental Justice. Albany: SUNY Press.

Sheila Foster. 1998. "Justice from the ground up: Distributive inequities, grassroots resistance, & the transformative politics of the environmental justice movement." California Law Review 86 (July): 775.

Marc R. Poirer. 1994. "Essays on environmental justice: Environmental justice, racism, equity: Can we talk?" West Virginia Law Review 96 (Summer): 1083-

195 Roderick Frazier Nash. The Rights of Nature: A History of Environmental Ethics. Madison: University of Wisconsin Press.

Bunyan Bryant. 1995. "Issues and potential policies and solutions for environmental justice: An overview." Pp. 8-34 in B. Bryant (ed.) Environmental Justice: Issues, Policies, and Solutions. Washington, D.C.: Island Press.

Joseph R. Des Jardins. 1997. Environmental Ethics: An Introduction to Environmental Philosophy. Belmont, CA: Wadsworth Publishing.

Lecture 18: (Cable) "Environmental Justice and National Security"

Brings in a global perspective of environmental racism and environmental justice. Analyzes the role of environmental justice in national security.

Required readings:

Francis O. Adeola. 1996. "Environmental contamination, public hygiene, and human health concerns in the Third World: The case of Nigerian environmentalism." Environment and Behavior 28,5 (September): 614-646.

Michael Renner. 1996. Fighting For Survival: Environmental Decline, Social Conflict, and the New Age of Insecurity. NY: W.W. Norton & Company.

Optional readings:

Gareth Porter and Janet Welsh Brown. 1996. Global Environmental Politics. 2e. Boulder: Westview Press.

Paul Wapner. 1996: Environmental Activism and World Civic Politics. Albany: SUNY Press.

Hussein H. Soliman. 1998. "Environmental crisis in a Third World country: Policy analysis of the Egyptian experience." Social Development Issues 20,2: 53-66.

Donald T. Wells. 1996. Environmental Policy: A Global perspective for the Twenty-First Century. Upper Saddle River, NJ: Prentice Hall.

SUGGESTED LINKS ON ENVIRONMENTAL RACISM Environmental Justice(1) Environmental Justice(2) Penn Activist web page

196 POPULATION AND THE ENVIRONMENT Sociology 5161

Lori M. Hunter University of Colorado at Boulder

OVERVIEW: This course provides an overview of social science theory and research relating human population to environmental context. Population processes influence the demands placed upon land, air, and water environments -- as the environment provides resources necessary for human survival. Population processes also relate to environmental pollutants -- air, water, and land environments all act as sinks, or repositories, for the pollution generated by contemporary production and consumption processes.

In general, our readings and discussions provide insight into different arenas of association between humans and the environmental context. For instance, we explore the values and perceptions which individuals hold regarding the environment. We also examine human population factors related to climate change, biodiversity, and the ways in which gender mediates human-environment associations. Specific regional research allows the opportunity to consider the ways in which demographic processes exert influences on these environmental resources, as well as the ways in which environmental characteristics exert influence on demographic processes. Finally, we spend a week examining the social distribution of environmental hazards, an issue termed “environmental justice.”

The readings represent recent academic research from multiple social science disciplines including sociology, geography, economics, and political science. Through the course of the semester, we will examine theoretical and empirical work at local, national, regional, and international scales, examining a wide range of domestic and international issues which relate to human-environment interactions.

SPECIFIC AIMS: Following this course, students should be familiar with:

♦ several theoretical perspectives from the social sciences used to examine interactions between population and the environmental context; ♦ specific examples of recent social science research on the social dimensions of environmental context, including public opinion and the social distribution of risk; ♦ specific examples of recent social science research on the environmental implications of population dynamics; ♦ specific examples of recent social science research on the reciprocal effect of environmental factors on demographic processses; ♦ the role of mediating factors (e.g., technology, policy, culture) in shaping the relationship between population and the environment; ♦ the methodological dilemmas characterizing social and natural science linkages; ♦ many resources available to researchers examining human-environment interactions.

197 READINGS: The weekly readings represent journal articles and book excerpts offering a glimpse of current research on each topic. The readings are available from Michele Noe in the Sociology office. It is suggested you photocopy the articles for review at your own pace.

EVALUATION: The grade for this course will be based upon:

Percentage of final score

Discussion “guide” 10 Weekly Article Summaries & “Provocations” 15 Class Participation 15 Summary Paper and Presentation (due May 2) 30 Final “Comprehensive” Exam (date TBD) 30

Discussion “guide”: Each student will select one week for which they will act as the seminar’s discussion “guide”. The weekly “guide” will meet with Lori prior to class to review the main messages of the week’s reading. The student will act to bridge the various articles and enlighten the group on relevant resources and information available elsewhere. To relate the assigned articles to material outside of the reading list, the discussion guide will bring in material relevant to the subject but not included on the syllabus -- e.g., charts, graphs, texts, quotes.

Summary Paper and Class Presentation: On Tuesday, March 21, students will commit to a particular topic on which to focus more in-depth in a 10-15 page, double-spaced, summary paper. The paper should critically review existing research and knowledge. Papers are due May 2, when students will also offer a short class presentation of the material.

Final “Comprehensive” Exam: On a pre-arranged date during finals week, students will be given two questions, each to be answered within 4-5 pages, double-spaced. The questions will be handed out at 8:00 a.m., to be returned by 5:00 p.m. The format is designed to reflect what could be expected from a doctoral comprehensive examination.

Weekly Article Summaries / Provocations: Each student will be responsible for a brief summary of each of the assigned readings, in addition to bringing questions/comments on the week’s reading material (“provocations”). The summaries and “provocations” will be submitted to the instructor and returned the following week.

Class Participation: Intellectual discourse is central to the learning process and to this course. However, class participation is not based strictly on quantity, but also quality. Remember to ground your comments in the material we are reading, and to respect other points of view.

Please come see me, call me, or send an E-mail, if you have any questions, concerns, or problems!

DETAILED SCHEDULE

198 Week 1 Jan 18 Introduction and Overview

♦ Review syllabus; ♦ Handout/discussion of electronic discussion lists; ♦ Sign up for weeks in which to guide class discussion.

Week 2 Jan 24 - Population and Environment Overviews - Demography and the Environment - The Environmental Context of the Population “Debate”

Demeny, Paul. 1990. “Population.” Pp. 41-54 in B.L. Turner II, William C. Clark, Robert W. Kates, John F. Richards, Jessica T. Mathews, William B. Meyer, (Eds), The Earth as Transformed by Human Action: Global and Regional Changes in the Biosphere over the Past 300 Years. Cambridge University Press: Cambridge, MA.

Clarke, John I. 1996. “The Impact of Population Change on Environment: An Overview.” Pp. 254-268 in Bernardo Colombo, Paul Demeny, and Max F. Perutz, (Eds.), Resources and Population: Natural, Institutional, and Demographic Dimensions of Development. Clarendon Press, Oxford.

Pebley, Anne R. 1998. “Demography and the Environment.” Demography. Vol. 35, No. 4, November: 377-389.

THE ENVIRONMENTAL CONTEXT OF THE POPULATION “DEBATE”

Smail, J.K. 1997. “Beyond Population Stabilization: The Case for Dramatically reducing Global Human Numbers” Politics and Life Sciences. Vol. 16, Sept: 183-192.

Virginia Deane Abernethy. 1997. “The Right Incentive: How Perceived Scarcity May Stop Population Growth in Time.” Politics and Life Sciences. Vol. 16, Sept: 193-195.

Lutz, Wolfgang. 1997. “ Likely to Lead to Long-Term Population Decline and Near- Term Gain in Quality of Life.” Politics and Life Sciences. Vol. 16, Sept: 209-211.

Hartmann, Betsy. 1997. “Numbers games and final solutions. Comment on J.K. Smail.” Politics and Life Sciences. Vol. 16, Sept: 204-5.

Week 3 Jan 31 Theoretical Frameworks: Differing Perspectives on Population-Environment Interactions

Gross, Matthias. 2000. “Classical Sociology and the Restoration of Nature: The Relevance of Emile Durkheim and .” Organization and Environment. Vol. 13, No. 3: 277-291.

Gimenez, Martha. 2000. “Does Ecology Need Marx?” Organization and Environment. Vol. 13, No. 3:292-304.

Boserup, Ester. 1996. “Development theory: an analytical framework and selected applications.” Population and Development Review. Vol. 22, Sept: 505-515.

Brief excerpts from classic, oft-cited literature:

199 Duncan, Otis Dudley. 1960. “From Social System to Ecosystem.” Sociological Inquiry. Vol. 31, No. 2: 140-149.

Ehrlich, Paul R. and Anne H. Ehrlich. 1991. Excerpts from The Population Explosion. Simon and Schuster: New York, NY.

Simon, Julian L. 1996. Excerpts from Population Matters: People, Resources, Environment, and Immigration. Transaction Publishers: New Brunswick, NJ.

Malthus, Thomas R. 1798. Excerpts from An Essay on the Principle of Population. Reprinted by Oxford University Press: Oxford, UK.

Week 4 Feb 7 Common Property Resources: Theory and Practice

Hardin, Garrett. 1968. “The Tragedy of the Commons.” Science. Vol. 162, No. 13, December: 1243-1248 as reprinted in Rex R. Campbell and Jerry L. Wade, (Eds), Society and Environment: The Coming Collision. Allyn and Bacon, Inc: Boston, MA.

Ostrom, Elinor, Joanna Burger, Christopher B. Field, Richard B. Norgaard, and David Policansky. 1999. “Revisiting the Commons: Local Lessons, Global Challenges.” Science. Vol. 284, April 9: 278-282.

Acheson, James. 2000. “Clearcutting Maine: Implications for the Theory of Common Property Resources.” Human Ecology. Vol. 28, No. 2: 145-169.

McCabe, J.T. 1990. “Turkana pastoralism: A case against the tragedy of the commons.” Human Ecology. Vol. 18: 31-103.

Gibson, Clark and Tomas Kontz. 1998. “When Community is Not Enough: Institutions and Values in Community-Based Forest Management in Southern Indiana.” Human Ecology. Vol. 26, No. 4, December: 621-647.

Week 5 Feb 14 Human Perceptions of the Environment, Environmental Values

Dunlap, Riley E. and Angela G. Mertig. 1992. “Trends in Public Opinion Toward Environmental Issues: 1965-1990.” Pp. 89-116 in American Environmentalism: The U.S. Environmental Movement, 1970-1990. Dunlap and Mertig (Eds). Taylor and Francis: New York, NY.

Dietz, Thomas, Paul C. Stern, and Gregory A. Guagnano. 1998. “Social Structural and Social Psychological Bases of Environmental Concern.” Environment and Behavior. Vol. 30, No. 4:450-471.

Morrissey, Jennifer and Robert Manning. 2000. “Race, Residence, and Environmental Concern.” Human Ecology Review. Vol. 7, No. 1: 12-23.

Greider, Thomas and Lorraine Garkovich. 1994. “Landscapes: The Social Construction of Nature and the Environment.” Rural Sociology. Vol. 59, No. 1:1-24.

Bertolas, Randy James. 1998. “Cross cultural environmental perception of wilderness. Native Cree of northern Quebec, non-Natives of southern Quebec, and Vermonters.” The Professional Geographer. Vol. 50, No. 1, Feb: 98-111.

200 Vining, Joanne and Elizabeth Tyler. 1999. “Values, Emotions, and Desired Outcomes Reflected in Public Responses to Forest Management Plans.” Human Ecology Review. Vol. 6, No. 1:21-34.

Week 6 Feb 21 Data & Research Methods for Examining Population-Environment Interactions

Rindfuss, Ronald R. and Paul C. Stern. 1998. “Linking Remote Sensing and Social Science: The Need and the Challenges.” Pp. 1-27 in Diana Liverman, Emilio F. Moran, Ronald R. Rindfuss, and Paul C. Stern, (Eds)., People and Pixels: Linking Remote Sensing and Social Science. Committee on the Human Dimensions of Global Change, Commission on Behavioral and Social Sciences and Education, National Research Council, National Academy Press:Washington DC.

Research Examples:

Entwisle, Barbara, Stephen J. Walsh, Ronald R. Rindfuss, and Aphichat Chamratrithirong. 1998. “Land- Use/Land-Cover and Population Dynamics, Nang Rong, Thailand.” Pp. 121-144 in Diana Liverman, Emilio F. Moran, Ronald R. Rindfuss, and Paul C. Stern, (Eds)., People and Pixels: Linking Remote Sensing and Social Science. Committee on the Human Dimensions of Global Change, Commission on Behavioral and Social Sciences and Education, National Research Council, National Academy Press:Washington DC.

Sever, Thomas L. 1998. “Validating Prehistoric and Current Social Phenomena upon the Landscape of the Peten, Guatemala.” Pp. 145-163 in Diana Liverman, Emilio F. Moran, Ronald R. Rindfuss, and Paul C. Stern, (Eds)., People and Pixels: Linking Remote Sensing and Social Science. Committee on the Human Dimensions of Global Change, Commission on Behavioral and Social Sciences and Education, National Research Council, National Academy Press:Washington DC.

Cowen, David J. and John R. Jensen. 1998. “Extraction and Modeling of Urban Attributes Using Remote Sensing Technology.” Pp. 164-188 in Diana Liverman, Emilio F. Moran, Ronald R. Rindfuss, and Paul C. Stern, (Eds)., People and Pixels: Linking Remote Sensing and Social Science. Committee on the Human Dimensions of Global Change, Commission on Behavioral and Social Sciences and Education, National Research Council, National Academy Press:Washington DC.

Week 7 Feb 28 Regional Research i: Asia

Matthews, Stephen A., Ganesh P. Shivakoti and Netra Chhetri. 2000. “Population Forces and Environmental change: Observations from Western Chitwan, Nepal.” Society and Natural Resources. Vol.13: 763-775.

Amacher, Greogry S., William F. Hyde, and Keshav R. Kanel. 1996. “Household Fuelwood Demand and Supply in Nepal’s Tarai and Mid-Hills: Choice Between Cash Outlays and Labor Opportunity.” World Development. Vol. 24, No. 11: 1725-1736.

Shivakoti, Ganesh P., William G. Axinn, Prem Bhandari, Netra B. Chhetri. 1999. “The Impact of Community Context on Land Use in an Agricultural Society.” Population and Environment Vol. 20, No. 3, Jan: 191-213.

Fearnside, Philip M. 1997. “Transmigration in Indonesia: Lessons from its Environmental and Social Impacts.” Environmental Management. Vol. 21, No. 4: 553-570.

201 Umezaki, Masahiro, Yukio Kuchikura, Taro Yamauchi, and Ryutaro Ohtsuka. 2000. “Impact of Population Pressure on Food Production: An Analysis of Land Use Change and Subsistence Pattern in the Tari Basin in Papua Highlands.” Human Ecology. Vol. 28, No. 3: 359-381.

Week 8 March 7 Regional Research II: Africa

Kalipeni, Ezekiel. 1996. “Demographic Response to Environmental Pressure in Malawi.” Population and Environment.

Neupert, Ricardo F. 1999. “Population, Nomadic Pastoralism, and the Environment in the Mongolian Plateau.” Population and Environment: A Journal of Interdisciplinary Studies, Vol. 20, No. 5, May: 413- 442.

Tiffen, Mary and Michael Mortimore. 1994. “Malthus Controverted: The Role of Capital and Technology in Growth and Environment Recovery in Kenya.” World Development. Vol. 22, No. 7, July: 997-1010.

Conelly, W. Thomas andMiriam S. Chaiken. 2000. “Intensive Farming, Agro-Diversity, and Food Security under Conditions of Extreme Population Pressure in Western Kenya.” Human Ecology. Vol. 28, No. 1: 19-51.

Week 9 Mar 14 Regional Research III: Latin America and South America

Perz, Stephen G. 1997. “The Environment as a Determinant of Child Mortality Among Migrants in Frontier Areas of Para and Rondonia, Brazil, 1980.” Population and Environment: A Journal of Interdisciplinary Studies, Vol. 18, No. 3, January: 301-324.

Rosero-Bixby, Luis and Alberto Palloni. 1998. “Population and Deforestation in Costa Rica.” Population and Environment. Vol. 20, No.2: 149-185.

McCracken, Stephen D., Andrea Siqueira, Emilio Moran, and Eduardo Brondízio, Donald Nelson, (In press). “Land-Use Patterns on an Agricultural Frontier in Brazil: Insights and Examples from a Demographic Perspective.” In Patterns and Processes of Land Use and Forest Change in the Amazon, ed. C. Wood et al. Gainsville: University of Florida Press.

Walker, R., A. Homma, L. Anselin, and Emilio Moran. 2000. “Deforestation and Cattle Ranching in the Brazilian Amazon: External Capital and Household Processes.” World Development. Vol. 28, No. 4.:683- 699.

Week 10 Mar 21 Regional Research IV: North America

Waggoner, Paul E., Jesse H. Ausubel, and Iddo K. Wernick. 1996. “Lightening the Tread of Population on the Land: American Examples.” Population and Development Review. Vol. 22, No. 3: 531-545.

Smutny, G. and L. Takahashi. 1999. “Economic change and environmental conflict in the Western Mountain states of the USA.” Environment and Planning A. Vol. 31:979-995.

White, Stephen E. 1994. “Ogallala Oases: Water Use, Populatoin Redistribution, and Policy Implications in the High Plains of Western Kansas, 1980-1990.” Annals of the Association of American Geographers. Vol. 84, No. 1:29-45.

202

Cramer, James C. and Robin P. Cheney. 2000. “Lost in the Ozone: Population Growth and Ozone in California.” Population and Environment: A Journal of Interdisciplinary Studies. Vol. 21, No. 3: 315- 338.

Bradshaw, Ted K. and Brian Muller. 1998. “Impacts of rapid urban growth on farmland conversion: application of new regional land use policy models and geographical information systems.” Rural Sociology. Vol. 63, No. 1, March: 1-25.

Week 11 Mar 28 Spring Break

Week 12 April 4 Population and Climate Change

Rosa, Eugene A. and Thomas Dietz. 1998. “Climate Change and Society: Speculation, Construction, and Scientific Investigation.” International Sociology. Vol. 13,No. 4: 421-455.

O’Neill, Brian, Landis F. MacKellar, and Wolfgang Lutz. 2000. Excerpts from Population and Climate Change. Cambridge University Press.

Dietz, Thomas and Eugene A. Rosa. 1997. “Effects of population and affluence on CO2 emissions.” Proceedings of the National Academy of Sciences. Vol. 94:175-179.

Kempton, Willett. 1991. “Lay Perspectives on Global Climate Change.” Global Environmental Change. June: 183-209.

Henry, Adam Douglas. 2000. “Public Perceptions of Global Warming.” Human Ecology Review. Vol. 7, No. 1: 25-30.

Week 13 Apr 11 Gender and the Environment

Zelezny, Lynnette C., Poh-Pheng Chua, and Christina Aldrich. 2000. “Elaborating on Gender Differences in Environmentalism.” Journal of Social Issues. Vol. 56,N. 3: 443-457.

Brown, Phil and Faith I. T. Ferguson. 1994. “’Making a Big Stink’: Women’s Work, women’s Relationships, and Toxic Waste Activism.”

Paolisso, Michael, Sarah Gammage, and Linda Casey. 1999. “Gender and Household Level Responses to Soil Degradation in Honduras.” Human Organization. Vol. 58, No. 3: 26-273.

Fortmann, Louise, Camille Antinori, and Nontokozo Nabane. 1997. “Fruits of their labors: gender, property rights, and tree planting in two Zimbabwe villages.” Rural Sociology. Vol. 62, No. 3:295-314.

Ahmed, Miyan Ruknuddin andJan G. Laarman. 2000. “Gender Equity in Social Forestry Programs in Bangladesh.” Human Ecology. Vol. 28, No. 3: 433-450.

Week 14 Apr 18 Population and Biodiversity

National Research Council. 1999. “What is Biodiversity?” Pp. 20-42 in Perspectives on Biodiversity: Valuing its Role in an Everchanging World. National Academy Press: Washington DC.

203

Kellert, Stephen R. 1996. The Value of Life. Chapter 2: Values and Chapter 3: American Society. Island Press: Washington DC.

Sisk, Thomas D., Alan E. Launer, Kathy R. Switky, and Paul R. Ehrlich. 1994. “Identifying Extinction Threats: Global Analyses of the Distribution of Biodiversity and the Expansion of the Human Enterprise.” BioScience. Vol. 44, No. 9: 592-604.

Liu, Jianguou, Zhiyun Ouyang, William W. Taylor, Richard Groop, Yingchun Tan, and Heming Zhang. 1999. “A Framework for Evaluating the Effects of Human Factors on Wildlife Habitat: the Case of Giant Pandas.” Conservation Biology. Vol. 13, No. 6, December:1360-1370.

Week 15 Apr 25 The Environment as Hazard

Getches, David and David N. Pellow. 2001. “Beyond ‘Traditional’ Environmental Justice: How Large a Tent?” In Kathryn Mutz, Gary Bryner, and Douglas Kenney (Eds). Justice and Natural Resources. Island Press: Washington, D.C.

Hird, John A. and Michael Reese. 1998. “The Distribution of Environmental Quality: An Empirical Analysis.” Social Science Quarterly. Vol. 79, No. 4: 693-716.

Mitchell, Jerry T., Deborah S.K. Thomas, and Susan L. Cutter. 1999. “Dumping in Dixie Revisited: The Evolution of Environmental Injustices in South Carolina.” Social Science Quarterly. Vol. 80,No.2: 229- 243.

Shaikh, Sabina L. and John B. Loomis. 1999. “An Investigation into the Presence and Causes of Environmental Inequity in Denver, Colorado.” The Social Science Journal. Vol. 36, No. 1: 77-92.

Boon, Christopher G. and Ali Modarres. 1999. “Creating a Toxic Neighborhood in Los Angeles County: A Historical Examination of Environmental Inequity.” Urban Affairs Review. Vol. 35,No. 2: 163-187.

Week 16 May 2 Paper Presentations

Final Exam Date to be determined

204 SOCIAL IMPACT ANALYSIS Sociology/Anthropology 867

Angela G. Mertig Michigan State University

Course Overview: Social Impact Assessment (SIA) can be broadly defined as the study of how social groups (e.g., families, communities, societies) respond to and are affected by significant changes in their environment. Typically, SIA is done in an anticipatory manner, attempting to estimate the potential effects of a future event, project, or policy. Historically, the practice of SIA in the United States grew out of the federal Environmental Impact Assessment process mandated by the National Environmental Policy Act of 1969. Because of this, SIA practitioners have typically studied cases involving projected changes in the natural resource situation of a community.

This course will focus on the utilization of SIA in the context of changing natural resource situations. The use of SIA in such cases has had a relatively troubled history, ranging from the virtual non- recognition of social impacts to the over-reliance on economic data to measure social impacts to the lack of influence of genuine SIA studies. This course will begin by focusing on the historical, epistemological, and ideological aspects of SIA as currently practiced and as idealized by various practitioners.

The course will then focus on the design and methodologies of SIA. Students will be introduced to the early stages of conducting an SIA. Important steps in the beginning of any SIA involve determining: 1) the manner in which the public and various interested parties will be involved in the process; 2) the exact nature of the project, event or policy and any alternative scenarios regarding its future development; 3) the baseline conditions existing in a community prior to the advent of the projected change; and 4) the anticipated impacts and affected parties.

The course will continue by focusing on techniques that can be used to examine the anticipated impacts on the community and to discover previously unanticipated impacts or affected groups. While there are a plethora of useful techniques, students will be introduced specifically to the use of qualitative methods (in-depth interviews, oral histories, focus groups, field observation), documentary and secondary data sources, and structured surveys.

Finally, the course will reflect on the implications of SIA research. Once SIA research has been conducted, it can be utilized to modify or mitigate the effects of the proposed or expected change. Furthermore, SIA should allow for the continual monitoring of the community regarding the actual outcome of the change process. Monitoring and evaluation of actual outcomes can aid the impacted community and improve the implementation of future SIAs.

In sum, this course is intended to provide a practical introduction to the field of SIA. As such, students should come away equipped with the ability to understand, interpret and design social impact assessments. They should also gain some expertise in and an appreciation for the breadth of methodologies available for SIA research.

205

Course Evaluation Procedures:

Class Participation 20% Class Participation: You are expected to participate in class. Discussion Group 20% You should respond (thoughtfully, analytically, and politely) to EIS Review Paper 10% the ideas presented by others and be prepared to discuss class Scoping Matrix 10% Matrix Presentation 10 % materials. While class participation is important in any class, it Project Presentation 10% is especially important in a graduate level course. As a graduate Project Paper 20% student you should become proficient at understanding, 100% analyzing, critiquing and discussing the work of others.

Discussion Group: Individuals or small groups (depending on class size) will be responsible for leading discussions for an assigned class period. Specific class periods will be determined on the first day of class. The discussants are expected to prepare relevant and intriguing questions, based on reading materials, that they will pose to the class. Discussants will be largely responsible for maintaining a satisfactory level of discussion during the class period; they should anticipate being responsible for covering from one and a half to two hours of the class period. (An alternative model would be for the discussants to devise a class activity related to that week’s topic.)

EIS Review Paper: Each student will prepare a short paper (approximately 5 pages) reviewing the SIA content of two to three Environmental Impact Statements that are available at the MSU main library and that have been prepared for projects within Michigan as well as elsewhere. A separate hand out will clarify the exact nature of this paper assignment (to be provided on September 21, 2000).

Scoping Matrix: Each student will participate in a small group exercise to prepare a matrix (and accompanying explanation) of possible impacts and affected groups for a potential, hypothetical, actual or historical project of the group’s choosing (approved by the instructor). A separate hand out will clarify the exact nature of this assignment (to be provided on October 5, 2000).

Matrix Presentation: Each group (above) will present their scoping matrices and scenarios to the entire class for discussion. Presentations/discussions will be given on October 19, 2000. The length of the group presentation will depend upon the number of students within each group; however, each student should anticipate preparing for at least five minutes of presentation and at least five minutes of discussion revolving around the entire group’s presentation.

Class Project: The class (as a whole) will focus on a local situation of interest (determined through class discussion early in the term). After the class has determined the key aspects of the situation that should be investigated, small groups (or individuals) will select which aspect(s) they would like to investigate and begin collecting data as if they were doing so for a full-fledged social impact assessment. While most groups will undoubtedly choose to conduct in-depth interviews of key actors (at least two interviews per group), others can (time permitting) choose to collect data through other means (e.g., field observation, secondary or documentary data collection, a brief survey). Groups may also choose to combine methods. In any case, the amount of work done per student should at least be the rough equivalent of conducting, transcribing and analyzing one in-depth interview (of 1 to 2 hours each). As the data collection progresses students will be expected to informally share their insights in class. More details on this project will be discussed throughout the class. Unless students desire an earlier timeline, groups will be assigned on October 19, 2000.

206 Project Presentation: On the final day of class, groups will be asked to formally present a 10-15 minute summary of their project results (see above). Groups should be prepared to respond to criticisms from their colleagues. Each student in the group should be equally involved in presentation.

Project Paper: Each student will be responsible for separately preparing a paper on their portion of the project. At a minimum, papers should include: 1) a brief description of the overall situation; 2) a lengthier description of the particular aspect(s) the group focused on; 3) a thorough description and justification of the methods used to gather data; 4) a thorough overview of findings from the group’s data collection; and 5) an analysis of how these findings would fit into a social impact assessment of the situation. Stronger papers will also use information gleaned from the data collection of other groups (as ascertained in class discussion and/or by reviewing materials gathered by other groups). Where relevant, students should also try to incorporate insights from the literature discussed in class. The paper should be around 15-20 pages in length.

Schedule and Reading List: August 31 Introduction to the Class

September 7 The National Environmental Policy Act and Environmental Impact Assessment

Readings: • NEPA. 1969. The National Environmental Policy Act, as amended. (Public Law 91- 190, Public Law 94-152, Public Law 94-83). • Caldwell, L. K. 1997. “Implementing NEPA: A Non-Technical Political Task.” Pp. 25- 50 in Environmental Policy and NEPA: Past, Present, and Future, eds. R. Clark and L. Canter. Boca Raton, FL: St. Lucie Press. • Ortolano, Leonard and Anne Shepherd. 1995. “Environmental Impact Assessment.” Pp. 3-30 in Environmental and Social Impact Assessment, eds. F. Vanclay and D. A. Bronstein. New York: Wiley. • Wood, C. 1997. “What has NEPA Wrought Abroad?” Pp. 99-111 in Environmental Policy and NEPA: Past, Present, and Future, eds. R. Clark and L. Canter. Boca Raton, FL: St. Lucie Press. • Boyle, John. 1998. “Cultural Influences on Implementing Environmental Impact Assessment: Insights from Thailand, Indonesia, and Malaysia.” Environmental Impact Assessment Review 18: 95-116.

September 14 Introduction to Social Impact Assessment (SIA)

Readings: • Freudenburg, William R. 1986. “Social Impact Assessment.” Annual Review of Sociology 12: 451-78. • Finsterbusch, Kurt. 1995. “In Praise of SIA—A Personal Review of the Field of Social Impact Assessment: Feasibility, Justification, History, Methods, Issues.” Impact Assessment 13: 229-252. • Burdge, Rabel J. and Frank Vanclay. 1995. “Social Impact Assessment.” Pp. 31-65 in Environmental and Social Impact Assessment, eds. F. Vanclay and D. A. Bronstein. New York: Wiley. • The Interorganizational Committee on Guidelines and Principles for Social Impact Assessment. 1998. “Guidelines and Principles for Social Impact Assessment.” Pp. 93- 124 in A Conceptual Approach to Social Impact Assessment: Collection of Writings by Rabel J. Burdge and Colleagues, revised edition, ed. R. J. Burdge. Middleton, WI;

207 Social Ecology Press. • Bass, Ronald. 1998. “Evaluating Environmental Justice under the National Environmental Policy Act.” Environmental Impact Assessment Review 18: 83-92.

September 21 Problems and Controversies in Social Impact Assessment Readings: • Friesema, H. Paul and Paul J. Culhane. 1976. “Social Impacts, Politics, and the Environmental Impact Statement Process.” Natural Resources Journal 16: 339-56. • Freudenburg, William R. 1989. “Social Scientists’ Contributions to Environmental Management.” Journal of Social Issues 45 (1): 133-152. • Denq, Furjen and June Altenhofel. 1997. “Social Impact Assessments Conducted by Federal Agencies: An Evaluation.” Impact Assessment 15: 209-231. • King, Thomas F. 1998. “How the Archeologists Stole Culture: A Gap in American Environmental Impact Assessment Practice and How to Fill it.” Environmental Impact Assessment Review 18: 117-133.

Assignment Given: EIS Review Paper

September 28 Public Involvement in Environmental and Social Impact Assessment Readings: • Solomon, R. M., S. Yonts-Shepard and W. T. Supulski II. 1997. “Public Involvement Under NEPA: Trends and Opportunities.” Pp. 261-276 in Environmental Policy and NEPA: Past, Present, and Future, eds. R. Clark and L. Canter. Boca Raton, FL: St. Lucie Press. • Roberts, Richard. 1995. “Public Involvement: From Consultation to Participation.” Pp. 221-246 in Environmental and Social Impact Assessment, eds. F. Vanclay and D. A. Bronstein. New York: Wiley. • Gagnon, Christiane, Philip Hirsch and Richard Howitt. 1993. “Can SIA Empower Communities?” Environmental Impact Assessment Review 13: 229-253. • Richardson, Tim, Jiri Dusik and Pavla Jindrova. 1998. “Parallel Public Participation: An Answer to Inertia in Decision-Making.” Environmental Impact Assessment Review18: 201-216. • Burdge, Rabel J. “Community Needs Assessment and Public Involvement Techniques.” Pp. 193-207 in A Conceptual Approach to Social Impact Assessment, ed. R. J. Burdge. Middleton, WI: Social Ecology Press.

October 5 Early Stages of SIA: Project Delineation, Baseline Conditions, Scoping

Readings: • Branch, Kristi, Douglas A. Hooper, James Thompson and James Creighton. 1984. Guide to Social Assessment: A Framework for Assessing Social Change. Boulder: Westview. Chapter 8: “Description of the Existing Environment.” • Branch, Kristi, Douglas A. Hooper, James Thompson and James Creighton. 1984. Guide to Social Assessment: A Framework for Assessing Social Change. Boulder: Westview. Chapter 6: “Scoping the Social Assessment Effort.” • Machlis, Gary E., Rabel J. Burdge and Paul S. George. 1998. “The SIA Scoping Document: Finding New Uses for Old Military Bases.” Pp. 67-78 in A Conceptual Approach to Social Impact Assessment, ed. R. J. Burdge. Middleton, WI: Social Ecology Press.

208 Assignment Due: EIS Review Paper Assignment Given: Scoping Matrix

October 12 Research Design in Social Impact Assessment

Readings: • Wolf, C. P. 1983. “Social Impact Assessment: A Methodological Overview.” Pp. 15-33 in Social Impact Assessment Methods, eds. K. Finsterbusch, L. G. Llewellyn and C. P. Wolf. Beverly Hills: Sage. • Burdge, Rabel J. and Sue Johnson. 1998. “Social Impact Assessment: Developing the Basic Model.” Pp. 13-29 in A Conceptual Approach to Social Impact Assessment, ed. R. J. Burdge. Middleton, WI: Social Ecology Press. • Burdge, Rabel J. 1998. “Defining Social Impact Assessment Variables for the SIA Model.” Pp. 41-52 in A Conceptual Approach to Social Impact Assessment, ed. R. J. Burdge. Middleton, WI: Social Ecology Press. • Gramling, Robert and William R. Freudenburg. 1992. “Opportunity-Threat, Development, and Adaptation: Toward a Comprehensive Framework for Social Impact Assessment.” Rural Sociology 57 (2): 216-234. • Geisler, Charles C. 1993. “Rethinking SIA: Why Ex Ante Research Isn’t Enough.” Society and Natural Resources 6: 327-338. • Lane, Marcus B., Helen Ross and Allan P. Dale. 1997. “Social Impact Research: Integrating the Technical, Political and Planning Paradigms.” Human Organization 56 (3): 302-310.

October 19 Presentations of Scoping Matrices Assignment Due: Scoping Matrix Assignment Given: Class Project

October 26 Qualitative Methods in SIA (I): Interviews, Oral Histories, Focus Groups

Readings: • McCracken, Grant. 1988. The Long Interview. Newbury Park: Sage. Chapter 3: “The Four-Step Method of Inquiry.” • Morgan, David L. 1996. “Focus Groups.” Annual Review of Sociology 22: 129-52. • Gilder, Nancy Marie. 1995. “A Social Impact Assessment Approach Using the Reference Group as the Standard of Impact Analysis—the Case of Hana: Hawaiians and the Proposed Golf Course.” Environmental Impact Assessment Review 15: 179-193. • Fortin, Marie-Jose and Christiane Gagnon. 1999. “An Assessment of Social Impacts of National Parks on Communities in Quebec, Canada.” Environmental Conservation 26 (3): 200-211. • Coakes, Sheridan, Mark Fenton and Michelle Gabriel. 1999. “Application of Repertory Grid Analysis in Assessing Community Sensitivity to Change in the Forest Sector.” Impact Assessment and Project Appraisal 17 (3): 193-202.

November 2 Qualitative Methods in SIA (II): Field Observation, Ethnography

Readings: • Neuman, W. Lawrence. 1991. Social Research Methods: Qualitative and Quantitative Approaches. Boston: Allyn and Bacon. Chapter 14: “Field Research.”

209 • Liebow, Elliot. 1967. Tally’s Corner: A Study of Negro Streetcorner Men. Boston: Little, Brown. Appendix: “A Field Experience in Retrospect.” • Roper, Roy. 1983. “Ethnography.” Pp. 95-107 in Social Impact Assessment Methods, eds. K. Finsterbusch, L. G. Llewellyn and C. P. Wolf. Beverly Hills: Sage. • Stoffle, Richard W., Michael W. Traugott, John V. Stone, Paula D. McIntyre, Florence V. Jensen and Carla C. Davidson. 1991. “Risk Perception Mapping: Using Ethnography to Define the Locally Affected Population for a Low-Level Radioactive Waste Storage Facility in Michigan.” American Anthropologist 93: 611-635. November 9 Documentary, Secondary and Miscellaneous Data Collection in SIA

Readings: • Neuman, W. Lawrence. 1991. Social Research Methods: Qualitative and Quantitative Approaches. Boston: Allyn and Bacon. Chapter 11: “Nonreactive Research and Available Data.” • Burdge, Rabel J. 1998. A Conceptual Approach to Social Impact Assessment. Revised edition. Middleton, WI: Social Ecology Press. Chapter 12: “The Gateway Pacific Terminal and Deep Water Port: A Social Impact Assessment of Industrial Expansion— SIA Student Project.” • Indhapanya, Chandhana, Jayant K. Routray and H. Detlef Kammeier. 1999. “Spatial Analysis of Social Impacts of the Eastern Seaboard Development Programme, Thailand.” Impact Assessment and Project Appraisal 17 (3): 203-216. • Motz, Annabelle Bender. 1983. “Historical Documents.” Pp. 111-125 in Social Impact Assessment Methods, eds. K. Finsterbusch, L. G. Llewellyn and C. P. Wolf. Beverly Hills: Sage. • Burdge, Rabel J., Donald R. Field and Stephen R. Wells. 1998. “Utilizing Social History to Identify Impacts of Resource Development on Isolated Communities: the Case of Skagway, Alaska.” Pp. 133-145 in A Conceptual Approach to Social Impact Assessment, revised edition, ed. R. J. Burdge. Middleton, WI: Social Ecology Press.

November 16 Structured Surveys in Social Impact Assessment

Readings: • Dillman, Don A. 2000. Mail and Internet Surveys: The Tailored Design Method. 2nd edition. New York: John Wiley and Sons. Chapter 1: “Introduction to Tailored Design.” • Finsterbusch, Kurt. 1983. “Survey Research.” Pp. 75-94 in Social Impact Assessment Methods, eds. K. Finsterbusch, L. G. Llewellyn and C. P. Wolf. Beverly Hills: Sage. • Dennis, Steve. 1988. “Incorporating Public Opinion Surveys in National Forest Land and Resource Planning.” Society and Natural Resources 1: 309-316. • Perdue, Richard R., Patrick L. Long and Yong Soon Kang. 1999. “Boomtown Tourism and Resident Quality of Life: The Marketing of Gaming to Host Community Residents.” Journal of Business Research 44: 165-177. • Cocklin, Chris, Marc Craw and Iain McCauley. 1998. “Marine Reserves in New Zealand: Use Rights, Public Attitudes, and Social Impacts.” Coastal Management 26: 213-231.

November 23 No Class – Thanksgiving Break

November 30 Implications of Social Impact Assessment

210 Readings: • Branch, Kristi, Douglas A. Hooper, James Thompson and James Creighton. 1984. Guide to Social Assessment: A Framework for Assessing Social Change. Boulder: Westview. Chapter 11: “Mitigation, Monitoring, and Plan Selection.” • Hill, Archie E., Carole L. Seyfrit and Mona J. E. Danner. 1998. “Oil Development and Social Change in the Shetland Islands 1971-1991.” Impact Assessment and Project Appraisal 16 (1): 15-25. • Rakowski, Cathy A. 1995. “Evaluating a Social Impact Assessment: Short- and Long- Term Outcomes in a .” Society and Natural Resources 8: 525-540. • Boothroyd, Peter, Nancy Knight, Margaret Eberle, June Kawaguchi and Christiane Gagnon. 1995. “The Need for Retrospective Impact Assessment: the Megaprojects Example.” Impact Assessment 13: 253-271.

December 7 Project Presentations

Project papers due middle of finals week

211 Sociology/Anthropology 867 – Fall 2000 – Dr. Mertig EIS Review Assignment: Paper Due: October 5, 2000

General Objectives: You are to become acquainted with actual Final Environmental Impact Statements (EIS) and to become accustomed to locating them in the library. You are to analyze EISs in terms of the social scientific information presented (or not presented, as the case may be). Your analysis should keep in mind at least two things: 1) what SIA scholars believe should be included in any EIS/SIA; and 2) how EIS/SIA has typically been conducted.

Description of Assignment: On an attached sheet I have provided a list of three existing EIS projects for each student in the class. I located (in MAGIC) the final EISs for several projects within Michigan (ranging in time from 1978 to 1999) and also for recent (1998+) projects conducted in other areas of the country. These statements are currently available at the Main Library on campus. While these statements have not been placed on reserve, all of them can be found in the Government Documents section of the library. Furthermore, most of them are on Microfiche which cannot leave the library. These projects have been (somewhat) randomly assigned to individuals, but I made sure that each person had one Michigan project and I tried to vary the agencies involved in the EISs selected for any one person. While there are three projects listed, you are only required to analyze two of the projects. The third is optional.

You are to locate the Final EIS for your projects and conduct a brief of each. Attached you will find a two page matrix with important social variables listed. Use this matrix to determine the content of social impact information in your project statements. Use the key to fill in the appropriate responses to the following questions: Is the social variable/information discussed when the baseline (pre-project/no project) conditions of the community/area are analyzed? Is it discussed when analyzing impacts of the project or its alternatives? If so, did the writers indicate if the impact would be negative, positive or neutral to the community/area? If a variable is discussed is there any indication of how it was measured or assessed? If so, what technique(s) did they use to measure the variable? Feel free to add variables that were discussed but are not on the form.

In addition to filling out the matrix, you are to write a short paper (approximately 5 pages) on the results of your analysis. You should include the following information for each project: • Provide a brief description of the project Υ What is/was intended? Υ When is/was the project to start? When was the EIS published? Υ Where is/was the project going to occur? Υ What agency is/was overseeing the project? Are there other parties involved? Υ At what stage of the project was the EIS done? (In other words, do you think a lot of planning or work already occurred?) • Can you tell who prepared the EIS, especially the social impact sections? What are their credentials (highest degree, area of expertise)? • Provide a brief description of how the public was involved (or not) • Discuss the social impacts included (or not) Υ Summarize the findings from the matrix Υ Was it easy to find the social impacts? How were they labeled? Υ Do you think the assessors adequately considered the social impacts? Υ Are there any social impacts they missed that should be discussed?

212 Υ Did the assessors use adequate methods for determining social impacts? Did they do any primary research? Did they cite any social scientific literature? Υ Optional: If you located both the draft and final EIS, is there an indication that the environmental and/or social impacts had an influence on the final statement or even the final decision?

213 Sociology/Anthropology 867 – Fall 2000 – Dr. Mertig Scoping Matrix Assignment: Matrix and Paper Due: October 19, 2000

General Objectives: The purpose of this assignment is to introduce you to scoping as an essential component of SIA. In general, scoping means the determination of groups and issues that need to be considered, evaluated and addressed in an adequate SIA study. While scoping continues throughout the SIA (as new information becomes available), this assignment will focus on a preliminary scoping of issues/groups involved in some project of your group’s choosing. This exercise should not only introduce you to the myriad of topics, social issues, and impacted groups involved in any natural resource-related project, but it is also meant to introduce you to the thought processes involved in adequately scoping out the impacts of a project.

Description of Assignment: I have assigned you to three groups: Group 1: Brian, Keri, Kimberly, Laura Group 2: Jonathan, Maite, Melissa, Michael Group 3: Ivan, Peggy, Wendy

Each group is to choose some natural resource-related project or topic. The project can be something that someone in the group is already familiar with or it can be something totally new to all members of the group; likewise, the project can be an actual or a hypothetical one (which requires that the group determine the key elements of the project). Using this project, each group is to construct a matrix of the impact issues and impacted groups involved and that should be considered if an SIA were to be conducted on the project. I have attached a matrix that can be used to fill in the appropriate information (you will probably need to use more than one sheet). You can modify the matrix and use your own design, but try to use the same coding scheme for determining the nature of impacts. I have also attached an example of a “completed” matrix. In addition to completing the matrix, each group is to prepare a brief paper describing the project, the impact issues, the impacted groups, and the reasons why the group coded the impacts as they did. This paper does not need to be overly extensive; write enough about each issue/group so that someone unfamiliar with the project can understand the basic ideas. Each group will present a brief overview of their matrix (and accompanying paper) on October 19. Each group will be given about half an hour to present their ideas; this will be followed by about 20 minutes of class discussion on the material presented. Each member of the group is expected to contribute to the scoping process, including the written and oral presentation of ideas. By presenting your work in class, you enable other class members to fill in additional issues or groups that you may not have thought about. This is the essence of scoping—no one person can reasonably be expected to think of all the possibilities!

214 ENVIRONMENTAL SOCIOLOGY Sociology 865

Alan Rudy Michigan State University

This weekly seminar will survey environmental sociology, emphasizing the diversity of contemporary theories of society-nature relations, critical discussions of conventional views, alternative perspectives on the role of science and/in policy, and social movements. The course will explore the many of the historical dynamics of ecological transformation and common responses to ecological problems. Further, social and natural scientific assumptions about environmental conditions, change and crisis will be reviewed. Readings reflect the exciting, multidisciplinary character of environmental sociology and are taken from sources in sociology, geography, history, philosophy, economics, and ecological science.

At present, the course gives short, or no, shrift to Deep Ecology and Animal/Natural Rights in their many forms. Further, it can be seen to underplay conventional interpretations of the centrality of industrialization, technology and pollution to environmental problems. These latter issues will arise throughout the course of the semester, while the first two will likely to remain under-emphasized.

Assignments:

FIRST: Each student will be responsible for providing a critical overview (~3-4 pages) of (at least) one week's readings during the semester. This "commentique" will be posted to the seminar's WebTalk pages by 5pm on the Monday before the Thursday session. (Webtalk is available at: http://clcgi.cl.msu.edu/~rudya/cgi-bin/soc865/webtalk/system) Half of the seminar will then be responsible for producing 1-2 pages of remarks about the commentique (also posted to WebTalk), or about other issues the readings not included in the initial piece, by Wednesday at 3pm.

This process will allow us to have a shared and evolving series of questions and perspectives generated BEFORE the seminar. This way I do not wholly set the agenda and the intellectual conversation is already started before we gather. Further, each seminar will begin with a collective exercise that distills, and places on the blackboard, the key remaining questions and the primary topics for seminar discussion. After that, the conversations are allowed to take on a life of their own. The goal of all of this is to reduce the amount of uncomfortable or tentative silence in the room and the amount of prodding I have to do. In the best of seminars students teach themselves at least as much, if not more, than the professor teaches them.

SECOND: The final assignment for the class can be executed in one of two ways. The first option is to prepare a question, and an answer, equivalent to that which might be associated with a component of a comprehensive exam on Environmental Sociology. The second option is to investigate and interpret a particular empirical environmental problem, crisis, or policy debate using materials from the seminar and others appropriate to such an exercise.

Thoughts/Suggestions: There are two wonderful texts that students can and should access for suggested reading and public presentation strategies. Paul Edwards, in the School of Information at the University of Michigan, has posted to his website an article titled “How to Read a Book” (which also works for sets of articles) and another on “How to Give a Talk” (which can also work for seminar participation). Both are excellent guides to ease, facilitate, and accelerate these two activities, I recommend them highly.

215 Expectations:

You cannot do well in this seminar unless you are actively engaged in it. Nevertheless, I am fully cognizant that some folks participate more during seminar meetings than others do. For those who speak less often in the seminar, your weekly written work will be of additional importance.

While there is no absolute formula for grades... the largest part of the grade will derive from written and oral participation in the seminar process. A key component of this will be connected with evidence of synthetic learning and intellectual development. Improvement over the course of the semester counts for a great deal –this is NOT advice to do shoddy work at the start.

In both your WebTalks and final projects, the expectation is that logically constructed arguments will be developed. I am fairly intolerant of strong, unsupported claims and opinions. In the academic arena, what one thinks is far less important than why one think what one thinks. We all have opinions but what matters within intellectual discussions is the clear statement and fair defense of those perspectives in open exchanges with others who (often) hold alternative interpretations.

Texts:

There are no books to buy for the course, though there is a two volume course pack available through the University Bookstore, SBS and Ned’s

Weekly Readings

SEPT. 6: ENVIRONMENTAL SOCIOLOGY 1. William R. Catton, Jr. and Riley E. Dunlap (1978) "Environmental Sociology: A New Paradigm." American Sociologist 13(1): 41-49. 2. Frederick H. Buttel (1978) "Environmental Sociology: A New Paradigm?" American Sociologist 13(4): 252-256. 3. Frederick H. Buttel (1987) "New Directions in Environmental Sociology." Annual Review of Sociology 13: 465-488. 4. Allan Schnaiberg (1994) "The Political Economy of Environmental Problems and Policies: Consciousness, Conflict and Control Capacity." Advances in Human Ecology 3: 23-64. 5. Robert Gramling and William R. Freudenburg (1996) "Environmental Sociology: Toward a Paradigm for the 21st Century." Sociological Spectrum 16(4): 347-370. 6. Michael Goldman and Rachel A. Schurman (2000) "Closing the 'Great Divide': New Social Theory on Society and Nature." Annual Review of Sociology 26: 563-584.

SEPT. 13: ENVIRONMENTAL JUSTICE 1. Andrew Szasz and Michael Meuser (1997) "Environmental inequalities: literature review and proposals for new directions in research and theory." Current Sociology 45: 99-120. 2. Roger C. Field (1997) "Risk and justice: capitalist production and the environment." Capitalism, Nature, Socialism 8(2): 69-94. 3. Giovanna Di Chiro (1998) "Environmental Justice from the Grassroots: Reflections on History, Gender and Expertise." Pp. 104-136 in D. Faber (ed.) The Struggle for Ecological Democracy: Environmental Justice Movements in the United States. Guilford. 4. Douglas Bevington (1998) "Earth First! In Northern California: An Interview with Judi Bari." Pp. 248-271 in D. Faber (ed.) The Struggle for Ecological Democracy: Environmental Justice Movements in the United States. New York: Guilford.

216 5. Laura Pulido (1998) "Ecological Legitimacy and Cultural Essentialism: Hispano Grazing in the Southwest." Pp. 293-311 in D. Faber (ed.) The Struggle for Ecological Democracy: Environmental Justice Movements in the United States. New York: Guilford. 6. Jennifer Barron (2000) "In the name of solidarity: the politics of representation and articulation in support of the Labrador Innu." Capitalism, Nature, Socialism 11(3): 87-112.

SEPT. 20: THE IDEA OF NATURE 1. R.G. Collingwood (1945) "Introduction" and "Conclusion." Pp. 1-27, 174-177 in The Idea of Nature. Oxford, UK: Oxford University Press. 2. Raymond Williams (1980) "Ideas of Nature." Pp. 67-85 in Problems in Materialism and Culture. London: Verso. 3. Richard Levins and Richard Lewontin (1985) "Dialectics and Reductionism in Ecology." Pp. 132-160 in The Dialectical Biologist. Cambridge, MA: Harvard University Press. 4. Donald Worster (1990) "The Ecology of Order and Chaos." Environmental History Review 14(1- 2): 1-18. 5. Phil Macnaughten and John Urry (1998) "Rethinking Nature and Society." Pp. 1-31 in Contested Nature. London: Sage. 6. ENCOURAGED (though not assigned): Anne Whiston Spirn (1998) "The Authority of Nature: Conflict and Confusion in ." Pp. 249-261 in Joachim Wolschke-Bulmahn (ed.) Nature and Ideology: Natural Garden Design in the Twentieth Century. Dumbarton Oaks: Washington DC.

NOON, WED. SEPT. 26: ECOFEMINISM 1. Ynestra King (1989) "The Ecology of Feminism and the Feminism of Ecology." Pp. 18-28 in Judith Plant (ed.) Healing the Wounds: The Promise of Ecofeminism. New Society. 2. Catherine Roach (1991) "Loving Your Mother: On the Woman-Nature Relation." Hypatia 6(1): 46-59. 3. Ariel Salleh (1992) "The Ecofeminism/Deep Ecology Debate." Environmental Ethics, 14, Fall, 195-216. 4. Cecile Jackson (1995) "Radical Environmental Myths: A Gender Perspective." New Left Review 210: 124-140. 5. Mary Mellor (1997) "Feminism And Environmental Ethics: A Materialist Perspective." Paper presented at Environmental Justice: Global Ethics for the 21st Century Conference. October 1-3, at The University of Melbourne, Australia. 6. Bina Agarwal (1998) "Environmental management, equity and ecofeminism: Debating India's experience." Journal of Peasant Studies 25(4): 55-95.

OCT. 4: (ANARCHIST) SOCIAL ECOLOGY 1. (1986[1971]) "Post-Scarcity Anarchism." Pp. 11-76 in Post-Scarcity Anarchism, 2nd Ed. Montreal: Black Rose. 2. OPTIONAL: Murray Bookchin (1986) "What is Social Ecology?" Pp. 49-76 in The Modern Crisis. Montreal: New Society. 3. Douglas H. Boucher, Sam Jones, and Kathleen H. Keeler (1982) "The Ecology of Mutualism." Annual Review of Ecology and Systematics 13: 315-347. 4. Andrew Light and Alan Rudy (1996) "Social Ecology and Social Labor." Pp. 318-342 in D. Macauley (ed.) Minding Nature: The Philosophers of Ecology. New York: Guilford Press. 5. Joel Kovel (1998) "Negating Bookchin." Pp. 27-57 in A. Light (ed.) Social Ecology after Bookchin. New York: Guilford.

217 OCT. 11. OVER-POPULATION/CONSUMPTION 1. David Harvey (1974) "Population, Resources and the Ideology of Science." Economic Geography 50: 256-277. 2. Frances Moore Lappe and Rachel Schurman (1988) Taking Population Seriously. Food First. 3. Gita Sen (1998) "Women, Poverty, and Population." Pp. XX-XX in K. Conca, M. Alberty, and G.D. Dabelko (eds.) Green Planet Blues, 2nd ed. Boulder, CO: Westview. 4. Andrew Feenberg (1996) "The Commoner-Ehrlich Debate." Pp.257-283 in D. Macauley (ed.) Minding Nature: The Philosophers of Ecology. New York: Guilford Press. 5. Saul E. Halfon (1997) "Overpopulating the World." Pp. 121-148 in P.J. Taylor, S.E. Halfon and P.N. Edwards (eds.) Changing Life. Minneapolis, MN: University of Minnesota Press.

OCT. 18: TRAGEDY OF THE COMMONS 1. Garrett Hardin (1968) "The Tragedy of the Commons." Science 162(3859): 1243-1248. Dec. 13. 2. Jack R. Kloppenburg, Jr. (1988) "Seeds of Struggle." Pp. 152-190 in First the Seed: The Political Economy of Plant Biotechnology, 1492-2000. Oxford, UK: Oxford University Press. 3. John Vandermeer (1996) "Tragedy of the Commons." Science and Society 60(3): 290-306. 4. David Feeny, Susan Hanna, and Arthur F. McEvoy (1996) "Questioning the Assumptions of the 'Tragedy of the Commons' Model of Fisheries." Land Economics 72(2): 187-205. 5. Michael Goldman (1997) "'Customs in Common': The Epistemic World of the Commons Scholars." Theory and Society 26(1): 1-37. 6. OPTIONAL: Peter Taylor and Raul Garcia-Barrios (1999) "The Dynamics of Socio- Environmental Change and the Limits of Neo-Malthusian Environmentalism." Pp. 139-167 in M.H.I. Dore and T.D. Mount (eds.) Global . London: Blackwell.

OCT 25: RISK AND ECOLOGICAL MODERNIZATION 1. Gert Spaargaren and Arthur P. J. Mol (1992) "Sociology, environment, and modernity: ecological modernization as a theory of social change." Society & Natural Resources 5(4): 323-3XX. 2. Arthur P. J. Mol and Gert Spaargaren (1993) "Environment, Modernity and Risk-Society -- The Apocalyptic Horizon of Environmental Reform." International Sociology 8(4): 431-459. 3. M. J. Cohen (1997) "Risk society and ecological modernisation. Alternative visions for post- industrial nations." Futures 29(2): 105-119. 4. Eugene A. Rosa (1998). "Metatheoretical Foundations for Post-Normal Risk." Journal of Risk Research 1:15-44. 5. Frederick H. Buttel (2000) "Ecological modernization as social theory." Geoforum 31(1): 57-65.

NOON, WED., OCT. 31: ENVIRONMENTAL HISTORY 1. Arthur F. McEvoy (1987) "Toward an Interactive Theory of Nature and Culture: Ecology, Production, and Cognition in the California Fishing Industry." Environmental Review 11(Winter): 289-305. 2. Alfred Crosby (1988) "Ecological Imperialism: The Overseas Migration of Western Europeans as a Biological Phenomenon." Pp. 103-117 in D. Worster (ed.) The Ends of the Earth. Cambridge, UK: Cambridge University Press. 3. W. M. Denevan 1992. "The pristine myth: The landscape of the Americas in 1492." Annals of the Association of American Geography 82(3): 369-385. 4. William Cronon (1993) "The Uses of Environmental History." Environmental History Review 17(Fall): 1-22. 5. Michael Williams (1994) "The Relations of Environmental History and Historical Geography." Journal of Historical Geography 20(1): 3-21.

218 6. OPTIONAL: Virgina Scharff (1999) "Man and Nature! Sex Secrets of Environmental History." Pp. 31-48 in John P. Herron and Andrew G. Kirk (eds.) Human Nature: Biology, Culture, and Environmental History. Albuquerque, NM: University of New Mexico Press.

NOV. 8: POLITICAL ECOLOGY & DEVELOPMENT 1. J.L. Collins (1987) "Labor scarcity and ecological change." Pp. 19-37 in P.D. Little, M.M. Horowitz, and A.E. Nyerges (eds.) Lands at Risk in the Third World: Local-Level Perspectives. Boulder, CO: Westview Press. 2. J. Carney, and Michael J. Watts (1990) "Manufacturing Dissent: Work, Gender and the Politics of Meaning in a Peasant Society." Africa 60, 2, 207-241. 3. Roderick P. Neumann (1992) "Political Ecology of Wildlife Conservation in the Mt. Meru Area of Northeast Tanzania." Land Degradation & Rehabilitation 3(2): 85-98. 4. Richard Peet and Michael Watts (1996) "Development Theory and Environment in an Age of Market Triumphalism." Pp. 1-45 in R. Peet and M. Watts (eds.) Liberation Ecologies: Environment, Development, Social Movements. New York: Routledge. 5. Erik Swyngedouw (1997) "Power, nature, and the city. The conquest of water and the political ecology of urbanization in Guayaquil, Ecuador: 1880-1990." Environment and Planning A 29: 311-332.

NOV. 15: ECOLOGICAL MARXISM 1. Susan A. Mann and J. M. Dickinson (1978) "Obstacles to Development of a Capitalist Agriculture." Journal of Peasant Studies 5(4): 466-481. 2. Ted Benton (1989) "Marxism and Natural Limits - an Ecological Critique and Reconstruction." New Left Review (178): 51-86. 3. John Bellamy Foster (1999) "Marx's theory of metabolic rift: classical foundations for environmental sociology." American Journal of Sociology. 105: 366-405. 4. James O’Connor (1998) "The Conditions of Production and the Production of Conditions," and "The Second Contradiction of Capitalism," and "Uneven and Combined Development and Ecological Crisis." Pp. 135-178, 187-199 in Natural Causes: Essay in Ecological Marxism. New York: Guilford. 5. Three Contributions to the Symposium on the Second Contradiction Thesis: a. Michael A. Lebowitz (1992) "Capitalism: How Many Contradictions?" CNS 3(3): 92-94. b. Sunil Ray (1993) "Poverty and Production Conditions: Some Reflections on the Second Contradiction of Capitalism." CNS 4(1): 99-102. c. Carla Ravaioli (1993) "On the Second Contradiction of Capitalism." CNS 4(3): 98-10.

11:00 AM, TUES., NOV. 20: THE PRODUCTION OF NATURE 1. Neil Smith (1984) "The Ideology of Nature," "The Production of Nature" and "The Production of Space." Pp. 1-96 in Uneven Development: Nature, Capital and the Production of Space. London: Blackwell. 2. Noel Castree (1995) "The Nature of Produced Nature: Materiality and Knowledge Construction in Marxism." Antipode 27, 1, 12-48. 3. Erik Swyngedouw (1999) "Modernity and Hybridity: Nature, Regeneracionismo, and the Production of the Spanish Waterscape, 1890-1930." Annals of the Association of American Geographers 89: 443-465. 4. ENCOURAGED (though not assigned): M. M. Robertson (2000) "No net loss: Wetland restoration and the incomplete capitalization of nature." Antipode 32(4): 463-493.

NOV. 29: CONSTRUCTIONS OF NATURES

219 1. Elizabeth A.R. Bird (1987) "The Social Construction of Nature: Theoretical Approaches to the History of Environmental Problems." Environmental Review 11(4): 255-264. 2. Donna Haraway (1991) "The Contest for Primate Nature: Daughters of Man-the-Hunter in the Field, 1960-80." Pp. 81-108 in Simians, Cyborgs and Women. Routledge: New York. 3. Peter J. Taylor (1997) "How Do We Know We Have Global Environmental Problems?: Undifferentiated Science-Politics and Its Potential Reconstruction." Pp. 149-174 in P.J. Taylor, S.E. Halfon and P.N. Edwards (eds.) Changing Life: Genomes Ecologies Bodies Commodities. Minneapolis, MN: University of Minnesota Press. 4. David Demeritt (1998) "Science, Social Construction and Nature." Pp. 173-193 in B. Braun and N. Castree (eds.) Remaking Reality: Nature at the Millennium. New York: Routledge.

DEC. 6: THE HYBRIDITY OF NATURE 1. Donna Haraway (1988) "Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective." Feminist Studies 14: 575-99. 2. Kate Soper (1996) "Nature/nature." Pp. 22-34 in G. Robertson et al. (eds.) FutureNatural: Nature Science Culture. New York: Routledge. 3. Noel Castree and Bruce Braun (1998) "The Construction of Nature and the Nature of Construction: Analytical and Political Tools for Building Survivable Futures." Pp. 1-42 in B. Braun and N. Castree (eds.) Remaking Reality: Nature at the Millenium. New York: Routledge.

220 ENVIRONMENTAL SOCIOLOGY: COMPARATIVE AND HISTORICAL PERSPECTIVES Sociology 532

David A. Sonnenfeld Washington State University, Tri-Cities

Description This seminar surveys classical and contemporary foundations of Environmental Sociology. Designed to complement other graduate offerings in Sociology at WSU, this course aims to give graduate students a solid foundation from which to conduct further studies, research, and teaching in Environmental Sociology. It critically examines contributions from a variety of theoretical perspectives, including Marxian, Weberian, social constructivist, eco-feminist, , and ecological modernization; and utilizes historical and contemporary case studies from around the globe, including Africa, the Americas, Asia, and Europe. Participants will examine theoretical antecedents to Environmental Sociology, study the application of sociological approaches to pressing environmental issues, examine the intersection between social inequalities and the environment, look at environment-related social movements, and analyze the response of social, political and cultural institutions to environmental change. The course is designed as a reading seminar, with short (1-2 pp.) essays on weekly readings and a longer, integrative final paper.

Course Requirements Weekly. Each week, by 8 am Monday, students will write and deliver by electronic mail to all seminar members short (1-2 pp.) critical commentaries on one aspect of that week’s readings. These should be short, tight, documented essays arguing a particular point or perspective. Students will read each others’ commentaries as well as the assigned texts prior to Wednesday's seminar session.

Final Paper. As a final project, students will prepare and submit an intermediate-length (8-10 pp.), integrative, critical review essay based in the first instance on course texts. This paper may develop one of the themes raised in a weekly commentary, or a new theme. Essays engaging with and reflecting on the usefulness and/or applicability of course material to student research topics are welcomed. Additional texts and empirical material may be brought in as well. The paper should be typed, double-spaced, and include a cover sheet and complete bibliography. Students will give a brief presentation on their final paper during the final course session.

Grading Weekly commentaries 60% Final paper & talk 20% Participation 20%

Auditing This course must have a minimum number of registered students (currently ten) for it to "make." Once that number has been reached, I am willing to consider requests to audit this course. My minimum requirement for all participants including auditors, is that you make a commitment to me and other seminar participants to do the required weekly readings & written commentaries.

Logistics The seminar will meet in Pullman each Wednesday afternoon, from 2:30-5:30 pm. The instructor will lead the seminar in Pullman several times during the semester; otherwise, he will do so from the Tri- Cities via the Washington Higher Education Telecommunica-tions System (WHETS). There may be participants from WSU Tri-Cities and WSU Vancouver as well.

221

Office Hours Pullman Tri-Cities Wilson 204F West 207E TBA MW 1:30-2:30 pm Tel. (509) 335-7226 (x 57226) Tel. (509) 372-7375 (x 27375) Fax (509) 335-6419 Fax (509) 372-7100 E-mail: [email protected] E-mail: [email protected]

Texts Required Foster, John B. 2001. Marx's Ecology: Materialism and Nature. New York: Monthly Review Press. Murphy, Raymond. 1994. Rationality and Nature: A Sociological Inquiry into a Changing Relationship. Boulder, CO: Westview. Hannigan, John A. 1995. Environmental Sociology: A Social Constructionist Perspective. London: Routledge. Chew, Sing C. 2001. World Ecological Degradation: Accumulation, Urbanization and Deforestation, 3000 BC – AD 2000. Lanham, MD: Altamira Press. Broadbent, Jeffrey. 1999. Environmental Politics in Japan: Networks of Power and Protest. Cambridge, UK: Cambridge Univ. Press. Agarwal, Bina. 1994. A Field of One's Own: Gender and Land Rights in South Asia. New York: Cambridge Univ. Press. Hurley, Andrew. 1995. Environmental Inequalities: Class, Race, and Industrial Pollution in Gary, Indiana, 1945-1980. Chapel Hill, NC: Univ. No. Carolina Press. Taylor, Bron R., ed. 1995. Ecological Resistance Movements: The Global Emergence of Radical and Popular Environmentalism. Albany, NY: SUNY Press. Evans, Peter, ed. 2002. Livable Cities? Urban Struggles for Livelihood and Sustainability. Berkeley: Univ. California Press. Mol, Arthur P.J. and David A. Sonnenfeld, eds. 2000. Ecological Modernisation Around the World: Perspectives and Critical Debates. London & Portland: Frank Cass.

Recommended Dunlap, Riley E. and William Michelson, eds. 2002. Handbook of Environmental Sociology. Greenwood Press. Cohen, Maurie J. and Joseph Murphy, eds. 2001. Exploring Sustainable Consumption: Environmental Policy and the Social Sciences. New York: Pergamon Press. Sturgeon, Noël. 1997. Ecofeminist Natures: Race, Gender, Feminist Theory, and Political Action. New York: Routledge. Hofrichter, Richard, ed. 2000. Reclaiming the Environmental Debate: The Politics of Health in a Toxic Culture. Cambridge, MA: MIT Press. Rock, Michael. 2002. Pollution Control in East Asia: Lessons from Newly Industrializing Economies. Washington, D.C.: Resources for the Future.

Acknowledgements For helpful suggestions for readings, the instructor would like to thank Maurie Cohen, Reuben Deumling, Donald Moore, David Pellow, Gene Rosa, Gert Spaargaren, Noël Sturgeon, and Rick Wilk; and WSU graduate students Leah Christian, May Penuela, Julie Rice, and Caroline Wilson. An earlier version of

222 this course was taught Spring 2000, in the Energy and Resources Graduate Program at the University of California, Berkeley. That course was developed with support from the S.V. Ciracy-Wantrup Fellowship program and the Energy and Resources Group.

COURSE OUTLINE

Introduction Wk 1 – What Is "Environmental Sociology"? An Overview Required Dunlap, Riley E. and William R. Catton, Jr. 1979. “Environmental Sociology,” Annual Review of Sociology 5:243-73 (L)* Buttel, Frederick H. 1987. “New Directions in Environmental Sociology,” Annual Review of Sociology 13:465-88 (L) Gramling, Robert and William R. Freudenburg. 1996. “Environmental Sociology: Toward a Paradigm for the 21st Century,” Sociological Spectrum 16:347-370 (E) Dunlap, Riley E. and Eugene A. Rosa. 2000. "Environmental Sociology." Pp. 800-813 in Encyclopedia of Sociology, 2nd ed., Vol. 2., eds. Edgar F. Borgatta and Rhonda J.V. Montgomery (New York: Macmillan). (E) Goldman, Michael and Rachel Schurman. 2000. "Closing the 'Great Divide': New Social Theory on Society and Nature, Annual Review of Sociology, 26:533 ff. (L) Recommended Dunlap and Michaelson, eds., Handbook of Environmental Sociology Lutzenhiser, Loren, ed., 2002. "Symposium on Environmental Sociology," Organization and Environment 15(1):1-58. (L) Redclift and Benton, eds., Social Theory and the Global Environment (H) Redclift and Woodgate, eds., International Handbook of Environmental Sociology (R) Other Bell, An Invitation to Environmental Sociology Catton, Overshoot Catton, William R. Jr. and Riley E. Dunlap. 1978. “Environmental Sociology: A New Paradigm” The American Sociologist 13:41-49 (E) Dunlap, Riley E. and William R. Catton, Jr. 2002. "Which Function(s) of the Environment Do We Study? A Comparison of Environmental and Natural Resource Sociology," Society and Natural Resources 15:239-249 Dunlap, et al., Sociological Theory and the Environment (H) Field and Burch, Rural Sociology and the Environment Freese, Evolutionary Connections Freudenberg, William R. and Robert Gramling. 1989. “The Emergence of Environmental Sociology,” Sociological Inquiry 59:439-452 Goldblatt, Social Theory and the Environment Humphrey, et al., Environment, Energy, and Society Laska, Shirley. 1993. “Environmental Sociology and the State of the Discipline,” Social Forces 72 (1):1-17 (L) Mehta and Ouellet, eds., Environmental Sociology Schnaiberg and Gould, Environment and Society

* KEY: (E) = Electronic reserve, via Griffin library catalog, see: (H) = Holland Library Reserve Reading Room (L) = Available online, via WSU electronic gateway: (R) = Holland Library reference collection (non-circulating)

223 Szell, György. 1994. “Technology, Production, Consumption, and the Environment,” International Social Science Journal 46(2):213-225 Weinberg, Adam. 1994. "Environmental Sociology and the Environmental Movement: Towards a Theory of Pragmatic Relationships of Critical Inquiry," The American Sociologist 25:31-57 Theoretical Foundations Wk 2 – Marx: Structures of Accumulation & the Environment Required Foster, Marx's Ecology Recommended Buttel, Frederick. 2002. "Environmental Sociology and the Classical Sociological Tradition: Some Observations on Current Controversies," pp. 35-50 in Sociological Theory and the Environment, eds. Riley Dunlap, et al. (H) O'Connor, J., Natural Causes O'Connor, James. ed. 1999. The Second Contradiction of Capital. CNS Cyberbooks. [online] Available: . Schnaiberg, “The Expansion of Production: Capital, Labor and State Roles,” ch. 5 (pp. 205-273) in The Environment (H) Other Bunker, Stephen G. 1984. “Modes of Extraction, Unequal Exchange, and the Progressive Underdevelopment of an Extreme Periphery: The Brazilian Amazon, 1600-1980,” American Journal of Sociology 89:1017-1064 (L) Bunker, Underdeveloping the Amazon Burkett, Marx and Nature Dickens, Society and Nature Dickens, Reconstructing Nature Foster, John Bellamy. 1999. "Marx's Theory of Metabolic Rift: Classical Foundations for Environmental Sociology," American Journal of Sociology 105(2):366-405. Harvey, David. 1993. "The Nature of the Environment: The Dialectics of Social and Environmental Change." Pp. 1-51 in The Socialist Register, eds. Ralph Milliband and Leo Panitch. Harvey, Conditions of Postmodernity Marx, Capital, Vol. 1 O'Connor, M., ed. Is Capitalism Sustainable? Polanyi, The Great Transformation Smith, N., Uneven Development Wk 3 – Weber: Bureaucracy, Rationality & the Environment Required Murphy, Rationality and Nature Recommended Buttel, Frederick H., “Social Institutions and Environmental Change,” pp. 40-54 in Redclift and Woodgate, eds., International Handbook of Environmental Sociology Norgaard, Richard. 1995. "Beyond Materialism: A Coevolutionary Reinterpretation of the Environmental Crisis," Review of Social Economy 53(4):475-492. Paehlke and Torgerson, Managing Leviathan (H) Torgerson, Douglas, “Limits of the Administrative Mind: The Problem of Defining Environmental Problems,” ch. 9 (pp. 110-127) in Dryzek and Schlosberg, eds., Debating the Earth (H) Other Gottlieb, Forcing the Spring Tarr, The Search for the Ultimate Sink

224 Wk 4 – Consumption & Environment Required Adorno and Horkheimer, “The Culture Industry,” pp. 120-167 in Dialectic of Enlightenment (E) Marcuse, ch. 1, “The New Forms of Control” (pp. 1-12), and ch. 3, “The Conquest of the Unhappy Consciousness” (pp. 56-83) in One-Dimensional Man (H) Schnaiberg, “The Expansion of Consumption: Does the Tail Wag the Dog?” ch. 4 (pp. 157-204) in The Environment (H) Recommended Cohen, and Murphy, eds. Exploring Sustainable Consumption Mumford, “Normalize Consumption!” pp. 390-400 in Technics and Civilization (H) Schove, Elizabeth and Alan Warde. 2002. "Inconspicuous Consumption: The Sociology of Consumption, Lifestyles, and the Environment," pp. 230-251 in Sociological Theory and the Environment, eds. Riley Dunlap, et al. (H) Wilk, "Consumption, Human Needs & Global Environmental Change," Global Environmental Change Other Bourdieu, Distinction Daly, Beyond Growth Douglas & Isherwood, The World of Goods Durning, Alan Thein. 1994. “The Conundrum of Consumption.” Pp. 40-47 in Beyond the Numbers, ed. Laurie Ann Mazur Durning, How Much Is Enough? Ewan, Captains of Consciousness Goodman and Redclift, Refashioning Nature: Food, Ecology & Culture Illich, Towards a History of Needs Schor, Juiliet B., “Can the North Stop Consumption Growth?” pp. 68-84 in Bhaskar and Glyn, eds., The North, the South, and the Environment Schor and Holt, eds. The Consumer Society Reader Lury, Consumer Culture Mazur, ed., Beyond the Numbers McCracken, Culture and Consumption Miller, ed., Acknowledging Consumption Otnes, ed., The Sociology of Consumption Redclift, Wasted: Counting the Costs… Redclift and Woodgate, eds., International Handbook of Environmental Sociology (R) Shiva, Close to Home Shove, E. and D. Southerton. 2000. "Defrosting the Freezer: From Novelty to Convenience," Journal of Material Culture Spaargaren, G. 2001. "Theory and Politics of Sustainable Consumption: Outline of a Research Program," unpublished ms. Special Issue on “Consumption and the Environment,” Ecological Economics, 28(3):367-466, Mar. 1999 (L) Strasser, Waste and Want: A Social History of Trash Strasser and McGovern, eds., Getting and Spending Westra and Werhane, eds., The Business of Consumption Wk 5 – Social Construction of Environmental Problems Required Hannigan, Environmental Sociology Recommended Downs, Anthony. 1972. “Up and Down with Ecology: the Issue-Attention Cycle,” Public Interest 28:38- 50

225 Freudenburg, William R., et al. 1995. “Beyond the Nature/Society Divide: Learning to Think About a Mountain,” Sociological Forum 10:361-392 Greider, Thomas and Lorraine Garkovich. 1994. “Landscapes: The Social Construction of Nature and the Environment,” Rural Sociology 59:1-24 Rosa, Eugene A. and Thomas Dietz. 1998. “Climate Change and Society: Speculation, Construction, and Scientific Investigation,” International Sociology 13:421-455. Taylor, Peter J. and Frederick H. Buttel. 1992. “How Do We Know We Have Global Environmental Problems?” Geoforum 23:405-416 Other Burningham, Kate. 1998. “A Noisy Road or Noisy Resident?” Sociological Review 46: 536-563 Harvey, Justice, Nature & the Geography of Difference Redclift and Benton, eds., Social Theory and the Global Environment Redclift and Woodgate, eds., International Handbook of Environmental Sociology Rochlin, Gene I. 1999. “Safe Operation as a Social Construct,” Ergonomics 42(11): 1549-1560. Scarce, Rik. 1997. “Socially Constructing Pacific Salmon,” Society and Animals 5(2): 117-135. Schneider, Joseph W. 1985. “Social Problems Theory: The Constructionist View,” Annual Review of Sociology 11:209-229 (L) Ungar, Sheldon. 1992. “The Rise and (Relative) Decline of Global Warming as a Social Problem,” Sociological Quarterly 33:483-501 Ungar, Sheldon. 1995. “Social Scares and Global Warming: Beyond the Rio Convention,” Society and Natural Resources 8:443-456 Williams, Jerry and R. Scott Frey. 1997. “The Changing Status of Global Warming as a Societal Problem,” Research in Community Sociology 7:279-299 Woodgate, Graham and Michael Redclift. 1998. “From a ‘Sociology of Nature’ to Environmental Sociology,” Environmental Values 7:3-24 Assignment Due in class on Week 7: a one paragraph (c. 150 word) abstract of your final paper, plus ten references The World-System, States & Natural Resources Wk 6 – Environmental Imperialism Required Chew, World Ecological Degradation Recommended Roberts, J. Timmons and Peter E. Grimes. 2002. "World-System Theory and the Environment: Toward a New Synthesis," pp. 167-196 in Sociological Theory and the Environment, eds. Riley Dunlap, et al. (H) Goldfrank, et al., eds., Ecology and the World-System (H) Goldman, Michael. 2001. "The Birth of a Discipline: Producing Authoritative Green Knowledge, World Bank-style," Ethnography 2(2):191-217. Sachs, Wolfgang. 1993. "Global Ecology and the Shadow of 'Development.'" Pp. 3-21 in Global Ecology, ed. Wolfgang Sachs. Wheeler, David. 2002. "Beyond Pollution Havens," Global Environmental Politics 2(2): 1-10. (L) Other Bunker, Underdeveloping the Amazon Crosby, Ecological Imperialism O'Connor, J., Natural Causes O'Connor, M., ed., Is Capitalism Sustainable? Redclift, Sustainable Development Roberts, J. Timmons. 1996. “Global Restructuring and the Environment in Latin America,” Pp. 187-210 in R. Korzeniewicz and W.C. Smith, eds., Latin America and the World Economy World Commission on Environment and Development, Our Common Future

226 Wk 7 – Environmental States Required Broadbent, Environmental Politics in Japan Recommended Jussaume, R. A. 1998. "Globalization, Agriculture, and Rural Social Change in Japan," Environment & Planning A. 30(3):401 ff. Molotch, Harvey. 1976. “The City as a Growth Machine,” American Journal of Sociology 82(2):309- 332 (L) Paehlke, Robert and Douglas Torgerson. 1990. “Environmental Politics and the Administrative State,” pp. 285-299 in Paehlke and Torgerson, eds., Managing Leviathan Peluso, Nancy. 1993. “Coercing Conservation? The Politics of State Resource Control,” Global Environmental Change (June):199-217 Szasz, Andrew. 1991. “In Praise of Policy Luddism: Strategic Lessons from the Hazardous Waste Wars,” Capitalism, Nature, Socialism 2(1):14-29 Other Dryzek, Politics of the Earth Fox and Brown, eds., Struggle for Accountability Hirt, A Conspiracy of Optimism Jänicke and Weidner, eds., National Environmental Policies Litfin, ed., The Greening of Sovereignty Lipschutz and Conca, eds., The State and Social Power in Global Environmental Politics O'Connor, M., ed., Is Capitalism Sustainable? Paehlke and Torgerson, eds., Managing Leviathan Richardson, et al., Winning the War of Words Scott, Seeing Like a State Sonnenfeld & Mol, eds. 2002. Special issue on "Globalization, Governance & the Environment," American Behavioral Scientist 45(9) (L) Szasz, Ecopopulism Vogel, Trading Up Young, Natural Resources and the State Young, Resource Regimes Young, ed., Global Governance Wk 8 – Political Ecology/ Society & Natural Resources Required Peet, Richard and Michael Watts. 1996. "Liberation Ecology: Development, Sustainability, and Environment in an Age of Market Triumphalism." Pp. 1-45 in Liberation Ecologies: Environment, Development and Social Movements, eds. Richard Peet and Michael Watts. New York: Routledge. (E) Fortmann, Louise. 1995. "Talking Claims: Discursive Strategies in Contesting Property," World Development 23(6):1053-63 (L) Peluso, Nancy. 1995. "Whose Woods Are These? Counter-Mapping Forest Territories in Kalimantan, Indonesia," Antipode 27(4):383-406 (E) Escobar, Arturo. 1998. "Whose Knowledge? Whose Nature? Biodiversity, Conservation, and the Political Ecology of Social Movements," Journal of Political Ecology 5:54-82. [Online.] Available: . Leach, Melissa and James Fairhead. 2000. "Fashioned Forest Pasts, Occluded Histories? International Environmental Analysis in West African Locales," Development and Change 31(1):35-59 (L) Recommended Blaikie, The Political Economy of Soil Erosion in Developing Countries (H)

227 Blaikie and Brookfield, Land Degradation and Society (H) Buttel, Frederick H. 1996. "Environmental and Resource Sociology: Theoretical Issues and Opportunities for Synthesis," Rural Sociology 61:56-76 Buttel, Frederick H. and Craig R. Humphrey. 2002. "Sociological Theory and the Natural Environment," pp. 33-69 in Handbook of Environmental Sociology, eds. Dunlap & Michelson Goldman, Michael and Rachel Schurman. 2000. "Closing the 'Great Divide': New Social Theory on Society and Nature, Annual Review of Sociology, 26:533 ff. (L) Leach, Melissa. 2000. "New Shapes to Shift: War, Parks and the Hunting Person in Modern West Africa," Journal of the Royal Anthropological Inst. 6(4):577-595 (L) Sonnenfeld, David. 1996. "The Ghost of Wesley Vale: Environmentalists' Influence on Innovation in Australia's Pulp and Paper Industry," Competition and Change 1(4): 379-401. Other Berry, Chiefs Know Their Boundaries Berry, No Condition is Permanent Bonanno and Constance, Caught in the Net Bruce, John and Louise Fortmann. 1991. "Property and Forestry," Journal of Business Administration 20 (1/2):471-96 Bruce, John, Louise Fortmann, and Calvin Nhira. 1993. "Tenures in Transition, Tenures in Conflict: Examples from the Zimbabwe Social Forest," Rural Sociology 58(4): 626-642 Buttel, Frederick H. and William L. Flinn. 1977. "The Interdependence of Rural and Urban Environmental Problems in Advanced Capitalist Societies: Models of Linkage," Sociologia Ruralis 17:255-279 Bryant, The Political Ecology of Forestry in Burma, 1824-1994 Bryant and Bailey, Third World Political Ecology Carroll, Community and the Northwestern Logger Dunlap, Riley and William Catton, Jr. 2002. "Which Function(s) of the Environment Do We Study? A Comparison of Environmental and Natural Resource Sociology," Society and Natural Resources 15:239-249. Field and Burch, Rural Sociology and the Environment Fortmann and Bruce, eds., Whose Trees? Fortmann, L., et al. 1997. "Fruits of Their Labors: Gender, Property Rights, and Tree Planting in Two Zimbabwe Villages," Rural Sociology 62(3):295-314 Freudenburg, and Gramling, Oil in troubled waters Gedicks, The new resource wars Goldman, ed., Privatizing Nature Greenberg, James B. and Thomas K. Park. 1994. "Political Ecology," Journal of Political Ecology 1(1):1- 12. [Online.] Available: . Hahn, Steven. 1982. "Hunting, Fishing and Foraging: Common Rights and Class Relations in the Postbellum South," Radical History Review 26:37-64. Lee, et al., eds., Community and Forestry Macpherson, Property McCay, and Acheson, eds. The Question of the Commons McCay, Oyster Wars and the Public Trust McEvoy, The Fisherman's Problem

228 Ostrom, Governing the Commons Peet and Watts, eds., Liberation Ecologies Peluso, Rich Forests, Poor People Peluso, Nancy. 1992. "The Political Ecology of Extraction and Extractive Reserves in East Kalimantan, Indonesia," Development and Change 23(4):49-74. Peluso, Nancy. 1996. "Fruit Trees and Family Trees in an Anthropogenic Forest: Ethics of Access, Property Zones, and Environmental Change in Indonesia," Comparative Studies in Society and History 38(3):510-548. Peluso, Nancy and Peter Vandergeest. 2001. "Genealogies of the Political Forest and Customary Rights in Indonesia, Malaysia, and Thailand," Journal of Asian Studies 60(3):761-812. Peluso and Watts, Violent Environments Rocheleau, et al., Feminist Political Ecology Roe, Emery M., ed. 1995. Special section on narratives of development and the African environment, World Development 23(6):1007-1069. (L) Rose, Property and Persuasion Ryan, Property Walker, Peter. "Politics of Nature: An Overview of Political Ecology." [Bibliographic review essay.] Available: . Wilk, Richard. (n.d.) "'But the Young Men Don't Want To Farm Any More': Political Ecology and Consumer Culture in Belize." Unpublished ms. Young, Natural resources and the state Young, Resource regimes Environmental Inequalities Wk 9 – Race/ Ethnicity Required Hurley, Environmental Inequalities Recommended Hofrichter, ed. Reclaiming the Environmental Debate Pellow, David. 2000. "Environmental Inequality Formation: Toward a Theory of Environmental Injustice," American Behavioral Scientist 43(4):581-601. (L) Szasz, Andrew and Michael Meuser. 1997. “Environmental Inequalities: Literature Review and Proposals for New Directions in Research and Theory,” Current Sociology 45(3):99-120 (E) (Review: Hannigan, “Reconstituting Environmentalism: Environmental Justice as a Defining Concept,” pp. 120-125 in Environmental Sociology) (Review: Murphy, “Environmental Classes and Environmental Conflict,” ch. 8 [pp. 163-190] in Rationality and Nature) Other Beck, Risk Society Brown, Phil, No Safe Place Bryant and Mohai, eds., Race and the Incidence of Environmental Hazards Bryant, ed. Environmental Justice Bullard, ed., Confronting Environmental Racism Bullard, Dumping in Dixie Bullard, et al., eds., Unequal Protection

229 Čapek, Stella. 1993. “The Environmental Justice Frame: A Conceptual Discussion and an Application,” Social Problems 40:5-24 Cole and Foster, From the Ground Up: Environmental Racism and the Rise of the Environmental Justice Movement Faber, The Struggle for Ecological Democracy Gottlieb, Forcing the Spring Gregory, Black Corona Harvey, Justice, Nature, and the Geography of Differences Hofrichter, ed., Toxic Struggles Kuletz, The Tainted Desert Mohai, Paul. 1990. “Black Environmentalism,” Social Sci. Quarterly 74(4):744-65 Mutz, Bryner & Kenney, eds. Justice and Natural Resources Pulido, Environmentalism and Economic Justice Roberts & Tofolon-Weiss, Chronicles from the Environmental Justice Front Line Szasz, Ecopopulism Taylor, Dorceta. 1997. “American Environmentalism: the Role of Race, Class and Gender in Shaping Activism, 1820-1995,” Race, Gender & Class 5(1):16-62. Taylor, Dorceta, ed. 2000. Special Issue, “Advances in Environmental Justice: Research and Methodology,” American Behavioral Scientist 43(4). (L) Tsoukalas, Theodore. 1998. "Science, Socioenvironmental Inequality, and Childhood Lead Poisoning," Society and Natural Resources 11:743-754. United Church of Christ, Toxic Wastes and Race Westra & Lawson, eds., Faces of Environmental Racism Wright, The Death of Ramon Gonzales Assignment Due in class, Week 11: two copies of a 1 p. outline of your final paper, plus revised abstract & ten references for same. Wk 10 – Gender Required Agarwal, A Field of One's Own Recommended Agarwal, B. 1997. "Environmental Action, Gender Equity and Women's Participation," Development and Change. 28(1):1 ff. (L) Pellow, David. 2000. "Environmental Inequality Formation: Toward a Theory of Environmental Injustice," American Behavioral Scientist 43(4):581-601. (L) Rose, "Women and Property: Gaining and Losing Ground," ch. 8 in Property and Persuasion Sen, Amartya. 1990. "More than 100 Million Women are Missing," New York Review of Books, Dec. 20, pp. 61-66. Sturgeon, Ecofeminist Natures Other Agarwal, B. 1992. "The Gender and Environment Debate: Lessons from India," Feminist Studies 18(1):119-158. Agarwal, B. 1998. "Environmental Management, Equity and Ecofeminism: Debating India's Experience," Journal of Peasant Studies 25(4):55 ff.

230 Agarwal, B. 2000. "Conceptualizing Environmental Collective Action: Why Gender Matters," Cambridge Journal of Economics 24(3). Blunt & Rose, eds. Writing Women and Space Jackson, Cecile. 1994. “Gender Analysis and Environmentalisms.” Pp. 113-149 in Social Theory and the Global Environment, eds. Redclift and Benton (H) Jackson, Ceclie. 1996. "Rescuing Gender from the Poverty Trap," World Development 24(3):489 ff. Jackson, Ceclie. 1998. "Gender, Irrigation, and Environment: Arguing for Agency," Agriculture and Human Values 15(4):313-324 Jackson and Pearson, Feminist Visions of Development Leach, Rain Forest Relations Littig, Feminist Perspectives on Environment and Society Mellor, Feminism & Ecology Merchant, The Death of Nature: Women, Ecology, and the Scientific Revolution Merchant, Earthcare Redclift and Woodgate, eds., International Handbook of Environmental Sociology (R) Sachs, Women Working in the Environment Salleh, Ecofeminism as Politics Sandilands, The Good Natured Feminist: Ecofeminism and the Quest for Democracy Schroeder, Shady Practices: Agroforestry and Gender Politics in the Gambia Shiva, Staying Alive Silliman & King, eds., Dangerous Intersections: Feminist Perspectives on Population, Environment, and Development Strather, Marilyn, After Nature Warren, Ecofeminism and Why it Matters Warren, Ecofeminist Philosophy Warren and Erkal, eds., Ecofeminism: Women, Culture, Nature Resistance & Reform Wk 11 – Environmental Social Movements Required Taylor, Ecological Resistance Movements Recommended Christen, Catherine, et al. 1998. “Latin American Environmentalism: Comparative Views,” Studies in Comparative International Development 33(2):58-87 Escobar, Arturo, Dianne Rocheleau, and Smitu Kothari. 2002. "Environmental Social Movements and the Politics of Place," Development 45(1):28-35. (L) Hofrichter, ed. Reclaiming the Environmental Debate Mertig, Angela G., et al. 2002. "The Environmental Movement in the United States," pp. 448-481 in Handbook of Environmental Sociology, eds. Dunlap & Michelson Sturgeon, Ecofeminist Natures Other Bonnano and Constance, Caught in the Net Brown, et al., No Safe Place Brulle, Agency, Democracy, and Nature Dawson, Eco-Nationalism Dowie, Losing Ground

231 Dunlap, et al., Public Reactions to Nuclear Waste Dunlap & Mertig, eds., American Environmentalism Faber, ed., The Struggle for Ecological Democracy Freudenburg and Rosa, eds., Public Reaction to Nuclear Power Gottlieb, Forcing the Spring Gould, et al., Local Environmental Struggles Guha, The Unquiet Woods Jamison, Andrew. 1996. "The Shaping of the Global Environmental Agenda: the Role of Non- Governmental Organisations." Pp. 224-245 in Risk, Environment, and Modernity, eds. Lash et al. Joppke, Mobilizing Against Nuclear Energy Keck and Sikkink, Activists Beyond Borders Lee and So, Asia's Environmental Movements Lipschutz and Conca, eds., The State and Social Power in Global Environmental Politics Lipschutz and Mayer, Global Civil Society and Global Environmental Governance Luke, Capitalism, Democracy, and Ecology Luke, Ecocritique Merchant, Radical Ecology O'Connor, J., Natural Causes O'Connor, M., ed., Is Capitalism Sustainable? Peet and Watts, Liberation Ecologies Redclift and Benton, eds., Social Theory and the Global Environment Redclift and Woodgate, eds., International Handbook of Environmental Sociology (R) Sessions, ed., Deep Ecology for the 21st Century Smith, et al., eds. Transnational Social Movements and Global Politics Szasz, Ecopopulism Walsh, et al., Don't Burn It Here Yearley, Steven. 1994. “Social Movements and Environmental Change.” Pp. 150-168 in Social Theory and the Global Environment, eds. Redclift and Benton (H) Assignment Due in class, Week 12: two copies of your typed, double-spaced "buddy comments" Wk 12 – The Built Environment Required Evans, ed., Liveable Cities? Recommended Dunlap & Michaelson, eds., Handbook of Environmental Sociology Taylor, Dorceta. 1998. “The Urban Environment: The Intersection of White Middle-Class and White Working-Class Environmentalism (1820-1950s), Advances in Human Ecology 7:207-292 Other Abu-Lughod, New York, Chicago, Los Angeles: America's Global Cities Cronon, Nature’s Metropolis: Chicago and the Great West M. Davis, City of Quartz: Excavating the Future in Los Angeles M. Davis, Ecology of Fear: Los Angeles and the Imagination of Disaster Gottlieb, Environmentalism Unbound Gregory, Black Corona Gugler, ed., Cities in the Developing World Harvey, Social Justice and the City Inoguchi, et al., eds. Cities and the Environment Jonas and Wilson, eds., The Urban Growth Machine Logan and Molotch, Urban Fortunes Luccarelli, and the Ecological Region

232 Lutzenhiser and Biggart, eds., Market Structure and Energy Efficiency Marcuse, P., et al., eds. Globalizing Cities: A New Spatial Order? Mazmanian and Kraft, eds. Toward Sustainable Communities Pazzoli, Human Settlements and Planning for Ecological Sustainability Scott and Soja, eds., The City Tarr, Search for the Ultimate Sink Wachs and Crawford, eds., The Car and the City Weinberg, et al., Urban Recycling Williams, Stephen W. 1997. "'The Brown Agenda': Urban Environmental Problems and Policies in the Developing World," Geography 82(1):17-26. Wk 13 – Ecological Modernization Required Mol and Sonnenfeld, eds., Ecological Modernisation Around the World Recommended Blowers, Andrew. 1997. “Environmental Policy: Ecological Modernisation or the Risk Society?” Urban Studies 34(5-6):845-871 Buttel, Frederick H. 2000. "Classical Theory and Contemporary Environmental Sociology: Some Reflections on the Antecedents and Prospects for Reflexive Modernization Theories in The Study of Environment and Society." In Environment and Global Modernity, eds. Spaargaren, et al. Cohen, Maurie. 1997. “Risk Society and Ecological Modernisation: Alternative Visions for Post- Industrial Nations,” Futures 29(2):105-119 Fisher, Dana and William R. Freudenburg. 2001. "Ecological Modernization and Its Critics: Assessing the Past and Looking Toward the Future," Society and Natural Resources 14:701-709. Rock, Pollution Control in East Asia Other Andersen, Governance by Green Taxes Angel and Rock, eds., Asia's Clean Revolution Beck, Ecological Enlightenment, esp. ch. 10, “Sociology and the Ecological Issue” Beck, Risk Society Beck, The Reinvention of Politics Beck, World Risk Society Beck, Giddens & Lash, eds. Reflexive Modernization Bond, Patrick. 2000. "Economic Growth, Ecological Modernization or Environmental Justice? Conflicting Discourses in South Africa Today," Capitalism, Nature, Socialism 11(1):33-62. Bunker, Stephen G. 1996. “Raw Materials and the Global Economy: Oversights and Distortions in ,” Society and Natural Resources 9:419-29 Dryzek, "Industrial Society and Beyond: Ecological Modernization," pp. 136-152 in Politics of the Earth Dryzek, Rational Ecology Dryzek and Schlosberg, eds., Debating the Earth Giddens, Consequences of Modernity, The Giddens, “Modernity Under a Negative Sign: Ecological Issues and Life Politics,” ch. 8 in Beyond Left and Right Hajer, Politics of Environmental Discourse Huber, Joseph and David Angel. 1996. "Building for Sustainable Societies," Business Strategy and the Environment 5(3):127-36, September Huber, Joseph. 1997. “Strategies of Sustainable Development in Europe: Towards Industrial Ecology,” Social Sciences Review, Ritsumeikan University, Kyoto, 32(4):65-86. Available: Lash, et al., eds., Risk, Environment and Modernity

233 Latour, Bruno. 1998. "To Modernise or Ecologise? That is the Question." Pp. 221-242 in Remaking Reality: Nature at the Millenium, eds. Bruce Braun and Noel Castree. London: Routledge. Lutzenhiser, Loren. 1994. "Innovation and Organizational Networks: Barriers to Energy Efficiency in the US Housing Industry," 22(10):867 ff. Lutzenhiser, Loren. 2001. "The Contours of U.S. Climate Non-Policy," Society and Natural Resources 14(6):511-523. Mol, Globalization and Environmental Reform (H) Mol, Refining Production Mol, et al., eds., The Voluntary Approach to Environmental Policy (H) O'Neill, Waste Trading Among Rich Nations Simonis, Udo E. 1989. “Ecological Modernization of Industrial Society: Three Strategic Elements,” International Social Science Journal 121:347-361 Sonnenfeld, David A. 2002. "Social Movements and Ecological Modernization: The Transformation of Pulp and Paper Manufacturing," Development and Change 33(1):1-27. Spaargaren, G. 2000. "Ecological Modernization Theory and Domestic Consumption," Journal of Environmental Policy and Planning 2: 323-335 Spaargaren, G. and A. P. J. Mol. 1992. “Sociology, Environment, and Modernity: Ecological Modernization as a Theory of Social Change,” Society and Natural Resources 5(4):323-344. Spaargaren, et al., eds., Environment and Global Modernity (H) Weale, New Politics of Production Conclusion Wk 14 – Open Session (TBD) Wk 15 – Student Presentations

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241 CONTRIBUTORS

Joe Bandy Department of Sociology/Anthropology 7000 College Station Bowdoin College Brunswick, ME 04011 Email: [email protected]

Michael M. Bell Department of Rural Sociology University of Wisconsin-Madison 340D Agricultural Hall 1450 Linden Drive Madison, WI 53706-1562 Email: [email protected]

Mark Braun Dept. of Social Sciences SUNY-Cobleskill Ryder Hall #106 Cobleskill, NY 12043 Email: [email protected]

Jeffrey Broadbent 1127 Social Science Building Department of Sociology University of Minnesota Minneapolis, MN 55455 Email: [email protected]

Cliff Brown 420 Horton Social Science Center University of New Hampshire Durham, NH 03824 Email: [email protected]

Phil Brown Brown University Box 1916 Providence RI 02912 Email: [email protected]

Bob Brulle Drexel University PSA Building, Room 303 Philadelphia, PA 19104 Email: [email protected]

Fred Buttel Department of Rural Sociology University of Wisconsin-Madison 340D Agricultural Hall 1450 Linden Drive Madison, WI 53706-1562 Email: [email protected]

Sherry Cable University of Tennessee

242 Department of Sociology 901 McClung Tower Knoxville, TN 37996-0490 Email: [email protected]

Kurt Cylke Department of Sociology SUNY Geneseo 1 College Circle Geneseo Ny 14454 Email: [email protected]

Elizabeth Duffy Information withheld at author’s request

Zsuzsa Gille Department of Sociology University of Illinois at Urbana-Champaign 319 Lincoln Hall Urbana, IL 61801 Email: [email protected]

Ken Gould Department of Sociology St. Lawrence University Canton, NY 13617 Email: [email protected]

Clare Hinrichs Department of Sociology 310 East Hall Iowa State University Ames, Iowa 50011 USA Email: [email protected]

Lori M. Hunter Institute of Behavioral Science, Program on Environment and Behavior University of Colorado at Boulder Campus Box 468 Boulder, CO 80309 Email: [email protected]

Angela G. Mertig Department of Sociology Michigan State University East Lansing, MI. 48824-1111 Email: [email protected]

Christine Overdevest Department of Sociology and Rural Sociology University of Wisconsin-Madison 340D Agricultural Hall 1450 Linden Drive Madison, WI 53706-1562 Email: [email protected]

Blake D. Ratner Ratner Research 1011 Carlton Drive

243 Shoreview, MN 55126 Email: [email protected]

Timmons Roberts Department of Sociology The College of William and Mary Williamsburg Virginia 23187 Email: [email protected]

Alan Rudy Department of Sociology Michigan State University East Lansing, MI. 48824-1111 Email: [email protected]

Tamara L. Smith Department of Sociology & Anthropology Loyola University Chicago Chicago, IL 60626 Email: [email protected]

David A. Sonnenfeld Dept. of Rural Sociology Washington State University 2710 University Drive Richland, WA 99352-1671 Email: [email protected]

Russell A. Stone Department of Sociology Battelle-Tompkins T19 American University 4400 Mass. Ave. N.W. Washington D.C. 20016-8072 Email: [email protected]

Richard York Department of Sociology University of Oregon Eugene, OR 97403-1291 Email: [email protected]

Sammy Zahran University of Tennessee Department of Sociology 901 McClung Tower Knoxville, TN 37996 Email: [email protected]

Stephen Zavestoski Sociology Department University of San Francisco San Francisco, CA 94117 Email: [email protected]

244