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Climate Change & Environmental Justice Climate Change & Environmental Justice Holden Village Anti-Racism Group March/April 2021 These resources were compiled in spring 2021 by members of Holden Village’s anti-racism group which meets weekly in the Village. It is meant as a starting point and is by no means exhaustive. If you have any suggestions of things to add, please email [email protected]. Contents 1. Curriculum and Discussion Questions a. Week 1 - Introduction to Environmental Justice b. Week 2 - Environmental Justice Examples: Current Issues and Activism c. Week 3 - Climate Change & Climate Justice d. Week 4 - Indigenous Environmental Justice e. Week 5 - Racism in Environmentalism and Outdoor Recreation 2. Additional Resources a. Books b. Podcast c. YouTube Series 3. Take Action a. Contact Your Elected Officials b. Redistribute Funds/Organizations to Support Curriculum and Discussion Questions Week 1 - Introduction to Environmental Justice Resources 1. VIDEO Environmental Justice, Explained (3 mins 33 sec) by Grist 2. VIDEO A Brief History of Environmental Justice by Talia Buford, Environmental Reporter at ProPublica (3 min 35 sec) 3. VIDEO Environmental Justice: Opposing a Toxic Waste Landfill (4 min 33s) - PBS 4. VIDEO Environmental Justice | Dolores (2 min 33 sec) - PBS 5. ARTICLE 'We Are Nations:' What Environmental Justice Looks Like For Indigenous People - interview with Dina Gilio-Whitaker, indigenous scholar, journalist, and author 6. PDF The Principles of Environmental Justice and Jemez Principles for Democratic Organizing 7. VIDEO Environmental Justice (7min 51 sec) by Peggy Shepard - TED talk 8. ARTICLE A Movement Is Born: Environmental Justice and the UCC 9. VIDEO EcoSense for Living - Environmental Justice episode (26m 48s) - PBS Discussion Questions 1. What stood out to you in the resources you engaged with? What terms or concepts were familiar to you, and what were new? 2. What do you typically think of when you think of “environmentalism”? What communities or ecosystems are the focus, and what is absent? Whose concerns are heard and whose struggles are left out of the conversation? Why do you think that is? 3. Reflect on the communities you have lived in. Where have sources of pollution and contamination been located? What about green spaces? In what ways have you benefited from white privilege due to environmental racism? 4. Where do you see environmental justice intersecting with other issues, such as housing, education, health care, immigration, etc.? 5. The Commission for Racial Justice of the United Church of Christ (UCC) and several clergy leaders played notable roles in the formation of the environmental justice movement. How can faith-based institutions (including the Holden community) continue that legacy and be a prophetic voice for environmental justice? Week 2 - Environmental Justice Examples: Current Issues and Activism Resources 1. ARTICLE Environmental Racism and COVID-19 Are a Deadly Combination by Izzy Ramirez 2. LIST 10 Egregious Examples of Environmental Racism in the US by Natalie Colarossi 3. ARTICLE Too many Americans live in ‘sacrifice zones.’ Let’s fix that. by Dieynabou Barry 4. ARTICLE Lead Poisoning Reveals Environmental Racism in the U.S. by Ben Knight 5. ARTICLE Flint Isn’t the Only Place with Racism in the Water by Tracey Ross and Danyelle Solomon 6. STORY MAP Mapping Environmental Racism: Flint, Michigan and Bronx, NY Explore case studies of environmental injustice in these places. 7. ARTICLE Pollution is so bad in this Chicago neighborhood, people are on hunger strike to stop it - Grist Discussion Questions 1. What stood out to you when looking at examples of environmental injustice around the country? In what ways has environmental racism put additional burdens on people of color during the COVID-19 pandemic? 2. Reflect on the communities you have lived in. Where have sources of pollution and contamination been located? In what ways have you benefited from white privilege due to environmental racism? How does Holden (and the Holden Mine Superfund Site) factor into this conversation? 3. The story map resource above asks the questions: “What does it mean to be habitable? Who has the right to habitability?” Reflect on these questions with regard to communities you are familiar with - what factors go into habitability and who has access to it? 4. How can we reimagine societal systems of energy, industry, waste, etc., so that there don’t need to be “sacrifice zones” where certain communities bear most of the weight of environmental damage? Week 3 - Climate Change & Climate Justice Resources 1. ARTICLE I’m a black climate expert. Racism derails our efforts to save the planet. by Ayana Elizabeth Johnson in The Washington Post, June 3, 2020 2. ARTICLE “Why Every Environmentalist Should Be Anti-Racist” by Leah Thomas in Vogue, June 8, 2020 3. ARTICLE Overpopulation and Environmentalism by Dakota Schee and Varsha Nair on Greenpeace website, January 25, 2021 4. ARTICLE The Black Climate Scientists and Scholars Changing the World by Sophie Hirsh in Green Matters, August 18, 2020 5. ARTICLE 9 Climate Activists of Color You Should Know by Rachel Janfaza, Teen Vogue, January 3, 2020 6. ARTICLE 6 Latina activists leading the way on climate change and the environment By Angely Mercado, The Mujerista Discussion Questions 1. What stood out to you in the readings? 2. In what ways does climate change disproportionately harm BIPOC communities both in the U.S. and around the world? Who are the people, corporations, and countries most responsible for greenhouse gas emissions and who is most burdened by the consequences? 3. Dr. Ayana Elizabeth Johnson ends her op-ed with the following call to action: “Look, I would love to ignore racism and focus all my attention on climate. But I can’t. Because I am human. And I’m black. And ignoring racism won’t make it go away. So, to white people who care about maintaining a habitable planet, I need you to become actively anti-racist. I need you to understand that our racial inequality crisis is intertwined with our climate crisis. If we don’t work on both, we will succeed at neither. I need you to step up. Please. Because I am exhausted.” What steps can you take to become actively anti-racist and support an interesectional environmental movement? What can Holden Village and other communities that you are a part of do? 4. Three of the articles present brief bios of BIPOC climate scientists and activists. Tell us about one or more of the climate leaders you read about who inspired you. What about their research or activism stood out to you? How might you learn more about them and their work? Week 4 - Indigenous Environmental Justice Resources 1. This article, which was already shared with the first week’s resources, is a good place to start (or revisit) for this week: 'We Are Nations:' What Environmental Justice Looks Like For Indigenous People 2. ARTICLE The Story We’ve Been Told About America’s National Parks Is Incomplete Excerpted from As Long As Grass Grows by Dina Gilio-Whitaker 3. ARTICLE What Standing Rock Teaches Us About Environmental Justice by Jaskiran Dhillon 4. ARTICLE Contested water settlements inflamed the Navajo Nation’s health crisis by Andrew Curley 5. ARTICLE ‘A deadly, toxic slime’: Spokane Tribe battles environmental fallout of shuttered uranium mine by Michael Crowe 6. ARTICLE American environmentalism’s racist roots have shaped global thinking about conservation by Prakash Kashwan 7. ARTICLE Ethnic Cleansing and Continued Indigenous Erasure Within the National Park Service by Samantha Klein Discussion Questions 1. What stood out to you in the resources you engaged with? 2. In what ways does the environmental justice movement fail to take into account the experiences of indigenous communities? How has the environmental movement been shaped by colonialism? 3. What does an indigenous approach to environmental justice and conservation look like? How can this be incorporated into the EJ movement as a whole, and into your own personal justice work? 4. Reflect on your relationship with the natural lands you are familiar with. How have you viewed your relationship to the land? What comes to mind when you think of “protecting” or “conserving” land? What is left out of these conversations? 5. In what ways does Holden benefit from the colonial, white-supremacist myth of “pristine, unoccupied wilderness”? How can Holden work to decolonize our relationship to the land that we occupy and the people whose land we live on? Week 5 - Racism in Environmentalism and Outdoor Recreation Resources 1. ARTICLE It’s Time for Environmental Studies to Own Up to Erasing Black People by Wanjiku Gatheru 2. ARTICLE Green groups grapple with a history of racism and exclusion by Adam Wernick 3. ARTICLE The Melanin Base Camp Guide to Outdoor Allyship by Danielle Williams 4. ARTICLE It’s Past Time to Dismantle Racism in the Outdoors by Courtney Bourgoin 5. RESOURCE LIST Racism in the Outdoors Resources - American Hiking Society 6. PODCAST Episode 2: Being 'Outdoorsy' When You're Black Or Brown NPR Code Switch (20 min) June 8, 2016 7. VIDEO Anti-Racism in the Environmental Movement (12 min 28 sec) by Sophia Mayott- Guerrero - TED talk (October 2020) 8. VIDEO This Land Documentary by Faith E. Briggs (10 min 31 sec) (2020) Discussion Questions 1. What stood out to you in the resources you engaged with? 2. How have the outdoors played a role in your life? What privileges have you had access to (equipment, health, land, safety, time off, or otherwise) that have allowed you to participate in outdoor recreation? 3. What are some barriers for people of color in environmental scholarship and activism? What connections can you draw between widespread environmental injustice and the exclusion of people of color from the environmental movement? 4.
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