MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Henry Muriithi Njiru Candidate for the Degree: Doctor of Philosophy ___________________________________________________________ Director Dr. Madelyn Detloff ____________________________________________________________ Reader Dr. Erin Edwards ____________________________________________________________ Reader Dr. Nalin Jayasena _____________________________________________________________ Reader Dr. Michele Simmons ______________________________________________________________ Graduate School Representative Dr. Mark Allen Peterson ABSTRACT ECO-TECHNO-COSMOPOLITANISM: EDUCATION, INNER CHANGE AND PRACTICE IN THE CONTEMPORARY U.S. ECO-DISASTER NOVEL by Henry Murithi Njiru My dissertation explores the ways in which environmental justice, disasters and other matters intersect with technology, education and the contemporary cosmopolitan theory and practice in the selected works of Margaret Atwood Leslie Silko, Barbara Kingsolver, Ruth Ozeki, Starhawk and other writers. I argue that by examining the various ecological and technological disasters, the ecocritical and cosmopolitan novels portray the ways in ecological, technological and cosmopolitan education, inner transformation and practices rooted in the material conditions of people can be used to address environmental and social injustices. That is, contemporary ecocriticism must embrace a vision of cosmopolitanism that includes global environmental stewardship, social justice and human responsibility which transcend the limits and parochialisms of race, tribe, political and intellectual affiliations, social class and gender. Such cosmopolitanism is not synonymous with neoliberal ideologies and practices, mimicry of Western lifestyles and ideas, hybridity, multiculturalism, and diversity. I ground my work in ecocriticism, the contemporary cosmopolitan theory and practice, critical theories of environmental and social justice, environmental education and communication, and the critical theory of technology. The selected novels examine how various countries and communities must use cosmopolitan approaches and ecological thought to identify, discuss and combat carbon emissions, climate change and other environmental and technological issues and threats. Such efforts require the tenets, education and practices of democracy at all levels. I argue that the widespread environmental skepticism and manipulation of scientific research enhance necropolitics, necrocapitalism, serious environmental disasters and social injustices as portrayed in A Planet for the President, A Civil Action, All Over Creation, and State of fear. My work also shows how Silko’s Almanac of the Dead imagines environmental and social revolution as a way of dealing with the conspiratorial destruction and distortion of Amerindian and African American histories, environments, epistemologies, religions, identities and cultures. Additionally, I show how ecological penance, storytelling and posthuman cosmopolitanism in Atwood’s trilogy, Starhawk’s The Fifth Sacred Thing, and Kingsolver’s A Flight Behavior can overcome the tyranny of corporations, unsustainable consumption and social injustices. The novels emphasize ecological thought since humanity is inextricably connected with the fauna, flora and other planetary phenomena. ECO-TECHNO-COSMOPOLITANISM: EDUCATION, INNER CHANGE AND PRACTICE IN THE CONTEMPORARY U.S. ECO-DISASTER NOVEL A DISSERTATION Submitted to the Faculty of Miami University in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of English by Henry Muriithi Njiru Miami University Oxford, Ohio 2015 Dissertation Director: Madelyn Detloff © Henry Murithi Njiru 2015 Table of Contents Dedication……………………………………………………………………………………… v Acknowledgements…………………………………………………………………………….. vi Chapter 1: Eco-techno-cosmopolitanism: Education, Inner Transformation and Practice Introduction……………………………………………………………………………. 1 Generic Features of the Eco-disaster Novels…………………………………………... 4 Theoretical Framework and Methodology……………………………………………. 10 Summary of the Chapters……………………………………………………………… 21 Chapter 2: Eco-techno-cosmopolitan, Leadership and Inner transformation in Matthew Glass’s Ultimatum. Introduction…………………………………………………………………………….. 24 Cosmopolitan Response to Floods…………………………………............................... 26 Knowing and Encountering Other People and the Carbon Crisis……………………….28 Restoring Human Capabilities and Taking Responsibility for Ecological Disasters………………………………………………………………………… 35 The Need for Ecological Education, Communication and Inner Transformation………. 39 Chapter 3: Environmental Conspiracies, Skepticism and Necropolitics The effects of climate change……………………………………………………………44 American Environmental Skepticism and Imperialism………………………………….46 The Tragedy of the Manifest Destiny and Racism…………………………………………........ 52 How Intellectual and Corporate Hypocrisy and Conspiracies Destroy the Environment…………………………………………………………………………………. 57 Technocracy, Greed and Political Evil………………………………………………………….. 71 Chapter 4: Oppression, Ecological Knowledge and Planetary Healing in Silko’s Almanac of the Dead Introduction…………………………………………………………………………….. 80 iii The Cosmopolitan Ethics and Education in Silko’s Almanac of the Dead…………..... 80 Cannibalism and Unsustainable Consumption………………………………………… 88 How Business Technologies and Oppression Ruin Cosmopolitanism and Ecology……………………………………………………………………………. 99 Engineering Ecological Revolution and Justice in Almanac of the Dead…………….. 107 Chapter 5: Eco-techno-Cosmopolitanism and the Language of Genetic Engineering…... 114 The Cosmopolitan Language of Seeds in Ozeki’s All Over Creation…………………… 114 Cosmopolitan Rebirth and the Role of Mass Media in Fighting Environmental Injustices …………………………………………………………….. 118 The Challenges and Lack of Cosmopolitan Education, Inner Change and Practice in Atwood’s dystopian trilogy………………………………………….. 123 How Technologies Destroy the Family and Other Human Relationships in Atwood’s Dystopian trilogy………………………………………………………………. 124 Flawed Environmental Education and Ethics, Technological Hubris and Apocalypse………………………………………………………………………... 131 The Posthuman Awareness and Ecological Penance in Atwood’s Trilogy………….. 134 The Importance of Oral Narratives and Language in MaddAddam…………………….. 140 Chapter Six: Combating War Activities as Ecological, Economic and Cultural Disasters………………………………………………………………………… 146 The Defense of Human Life and Nonhuman Phenomena……………………………………. 146 How Wars Destroy Humanity and the Environment ………………………………………… 149 Conquering War and Environmental Injustices………………………………………………. 156 Creating a Cosmopolitan Community in Kingsolver’s Flight Behavior………………. 161 Conclusion…………………………………………………………………………. 168 Notes………………………………………………………………………………….174 Works Cited ………………………………………………………………………….198 iv Dedication I dedicate my dissertation to my loving parents, Mr. and Mrs. Francis Njiru Munya, and to all the victims of environmental and social injustices across the world. It is my hope that the people of this world can, and should work tirelessly to overcome racism, tribalism, duplicity, oppression, tyranny pride and ignorance which are inextricably tied to environmental skepticism, injustices and disasters. One way of doing this is to have ecological thought in everything we do, say and write; such ecological thought enables us to understand, value and promote our coexistence with fellow human beings, animals, plants and the other nonhuman phenomena on the planet.We do not have a spare planet to support our lives, so let us all respect and protect Mother Earth. We have to be good steward of our planet and all its resources. It is my hope that my dissertation shows how people can transcend racial, tribal, national, gender, religious, cultural and intellectual prejudices, jingoism, ignorance and pride in order to combat the increasing ecological catastrophes, technological threats, tyranny, necropolitics and necrocapitalism. Such efforts require eco-techno-cosmpolitanism that fosters education, inner transformation and practice. My wish is that people acknowledge and promote the fact that art, life, technologies and the environment are inseparable. v Acknowledgments For the last five years, Miami University has awarded me teaching assistantship and a part-time teaching position which have enabled me complete my doctoral studies. I sincerely thank the university, and the English department for their support. My heart felt gratitude goes to my dissertation committee for their time and support. I also wish to thank my academic adviser, Prof. Tim Melley for inspiring me to read great writers that I did not know before I came to the U.S. for further studies. I also express my warm gratitude to the generous librarians at various Miami University libraries because they really helped me get the hundreds of good books that I have cited in my work. Reading such many books and journal articles has not only changed my perspectives of the world, people, environment, art and technologies, but they have also ignited the fires of undertaking future research and creative writing projects. I love the fact that the best teachers and writers are the best readers and listeners. My sincere thanks also go to Andrew Revelle for his help in formatting my dissertation. I cherish every moment of my pedagogical experiences and interactions with Miami University students who have been part of my life in the last five