A-M. Debbané
GEOG 496
Department of Geography
San Diego State University
Spring 2015
GEOG 496
Nature, Power and Society
T/Th 2:00 pm – 3:15 pm, SH 221
Course Instructor
Professor Anne-Marie Debbané
Office: Storm Hall 304 C
Office Hours: T 3:30 pm - 4:30 pm or by appointment
Email: adebbane@mail.sdsu.edu
OVERVIEW
Environmental issues such as climate change, deforestation, water scarcity, and pollution
are central to popular, academic, and activist concerns. Our understanding of these issues
is based on multiple and interrelated social, economic, political, cultural, and
geographical factors that influence how we think about and interact with the natural
world. Different social groups living and working in different places come to know and
experience the natural world in different ways. It follows that not all social groups have
the same ability to speak about and act on the natural world in the same way, which in
turn shapes how environmental issues, conflict, and change are mediated. The natural
world, then, is not only profoundly social, but it is also profoundly political.
The overall perspective of the course is a fusion of ecologically focused social sciences
with political economy known as political ecology. The focus of political ecology is to
investigate how power and politics influence nature-society relationships, helping us to
understand how ecological problems are both materially and socially constructed. We
will pay particular attention to different constructions of nature and to the many ways that
power operates in how we understand the social and environmental challenges that we
face today. In placing power at the center of our investigations, we will take seriously
questions of social and environmental justice. Such a political ecological perspective has
implications for government policies and non-governmental and activist movements
aimed at resolving conflicts relating to conservation, resource management, and
development.
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COURSE OBJECTIVES
 To recognize and understand some of the core theories, principles and
assumptions of dominant paradigms that are applied to contemporary
environmental change;
 To describe and explain key concepts, themes, and questions that inform a
political ecological perspective;
 To develop a critical and historical analysis of nature-society relationships that
integrates the study of ecological and social/cultural processes;
 To place environmental politics in the context of broader social and political
dynamics, and to recognize why doing so matters socially and politically;
 To enhance critical thinking, reading, and writing skills, with emphasis on the
close interrogation of assigned readings;
 To develop some facility to write about course related themes and environmental
issues in an independent, critical, and informed way.
READINGS
The readings for this course are listed on the syllabus and will be posted on Blackboard.
It is essential that you come well prepared for class, as I expect that everyone will
actively participate in the discussions. Class discussions will be based upon the material
in lectures and assigned readings. This means that you must read the assigned texts
critically prior to class. By ‘reading critically’ I mean more than just reading for content,
but also questioning the articles and books you read. No author simply presents ‘facts’ or
the ‘truth’; rather, they present informed arguments about the topic they are addressing.
Your task as a reader is not simply to absorb those ideas, but to understand how the
arguments are made, how they are (or are not) supported, and why they are (or are not)
persuasive.
COURSE ASSESSMENT
ASSESSMENT
This course emphasizes reading, writing, talking and listening. To get something
worthwhile out of the class (and to “do well”) requires doing all three every week.
The general criteria for grades is as follows:
A = Excellent. Represents achievement that is outstanding relative to the level necessary
to meet course requirements; strong evidence of original thinking; good organization;
capacity to analyze and synthesize; superior grasp of subject matter with sound critical
evaluations; evidence of extensive knowledge base.
B = Good. Represents achievement that is significantly above the level necessary to
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meet course requirements; evidence of grasp of subject matter; some evidence of capacity
and analytic ability; reasonable understanding of relevant issues; evidence of familiarity
with literature.
C = Adequate. Represents achievement that meets the basic course requirements in
every respect; student who is profiting from his/her university experience; understanding
of the subject matter; ability to develop solutions to simple problems in the material.
D = Marginal. Represents achievement that is worthy of credit even though it fails to
meet fully the course requirements; some evidence of familiarity with subject matter and
some evidence that critical and analytic skills have been developed.
F = Inadequate. Represents failure and signifies that the work was either completed but at
a level of achievement not worthy of credit or was not completed.
The course will be based upon a grading scale of 100% and broken down as follows:
Participation:
Critical Reading Commentaries:
Film Review:
Midterm Exam:
Research Project:
Abstract: 5%
Peer Review: 5%
Presentation: 10%
Paper: 25%
15%
15%
10%
15%
45%
Participation (10%)
Participation is a crucial part of this course. I expect each of you to attend every course
session prepared to discuss the week’s reading, which includes answering questions
posed by me during lecture, asking questions that elicit clarification of matters related to
readings, and sharing insights or commenting constructively during class discussion. If
you are talkative, that is great, I only ask you to be aware if you start to dominate. If you
are the “quiet type”, you will have to try to overcome it; please see me if you would like
some advice on how to do so since there will be very little grace given to “quietness” in
the participation segment of your grade. As far as the rest of the participants and the
quality of discussion are concerned, it matters little if you didn’t do the reading or you
have done the reading but do not participate—it has the same impact (or lack thereof) on
the rest of us. I will evaluate your participation according to the following: 1) attendance;
2) active and thoughtful participation during class. Your overall participation in this class
will be graded on a scale from A to F, using the criteria found below.
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Critical Reading Commentaries (15%)
Each student should complete 8 commentaries over the course of the term based on the
assigned reading for a given week. Writing commentaries will help you in all aspects of
the course and should only require an extra 15 – 20 minutes after you have read the
week’s assigned readings. First, it gives you a chance to think about the readings in a
structured way, which will greatly facilitates discussion. Second, you will find them to be
useful references when writing your papers. Your commentaries should be approximately
250 words in length (and no more than 500 words), and do the following: 1) identify and
synthesize the main points and argument presented in the readings 2) analyze the
strengths and weaknesses of the arguments and evidence presented 3) pose questions for
class discussion 4) explain how the reading relate to your own life, something discussed
in class, another class or another articles we have read. Post your commentary on
Blackboard by 11:00 am every Tuesday.
Film Review (10%)
For this assignment, you will choose one of two films to be shown during Weeks 7 and
12. Your film review should include a brief summary of the main arguments raised by the
film; analyze the strengths and weaknesses of the evidence presented in the film to
support the arguments; and how the film fits into a political ecology framework. The
latter part should connect the argument of the film to one or more of the readings covered
in class. You may also raise other questions you had about the film, comment on which
was more convincing, and make suggestions about what ways of making the film more
effective for different audiences, etc. See Class Schedule for due dates.
Mid-term Exam (15%)
There will be one take-home midterm for this course that will be due on Tuesday, March
17th. You will receive the questions on March 12th. The mid-term will cover the readings
and lecture material up until March 12th.
Research Project (45%)
You will undertake a research project on an environmental issue of your choice in any
part of the world (and as approved by me). This may be something that you are already
familiar with from another research project, from personal experience, or something you
have read about in the newspaper. Use one or more of the course concepts and themes
that we have discussed in the class to investigate and write about this problem using a
political ecology approach. You will develop a critical understanding and analysis of
your chosen topic by drawing on a variety of sources, including academic journals and
books, news articles, and government documents, and popular literature. I expect a final
paper of 6 - 8 pages, double-spaced (1,500 - 2,000 words). Papers should be typed in
Times New Roman 12 pt. font. There are four parts to your grade: 1. You will submit a
250-word abstract (or summary) of your paper (include working title), and list 3 to 5
academic sources that you intend to use with a brief explanation to justify your choices (1
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– 2 sentences). 2. You will submit a draft of your paper for peer review, and also serve as
a peer reviewer. Peer reviewers will provide constructive criticism and feedback to help
you enhance the quality of your arguments and the structure of your paper. Reviewers
will submit comments to both you and me, and I will keep these comments in mind as I
grade your final paper. I will evaluate your reviews based upon their quality,
thoroughness, helpfulness and depth. Please note that if you fail to return your peer
review by the due date, this will have a negative impact upon your classmate (and
negatively affect your final grade), so please be punctual with this exercise. 3. You will
have the opportunity to present your paper to the class; presentations should be on
PowerPoint and 10-15 minutes in length. 4. The final paper. Your final paper will be
evaluated on (a) how well the paper is put together (grammatically and structurally); (b)
how compelling and clear your argument is (which means you have to have an argument
and demonstrate evidence to support it); and (c) how well you incorporate or confront the
comments you receive on the draft. All of this means that the more seriously you take the
draft, the better off you will be.
Research Project Deadlines:
 Abstracts and working bibliographies are due on Thursday, March 26th.
 Draft papers are due on Thursday, April 16th
 Peer Reviews are due on Thursday, April 23rd
 Final papers are due on Thursday, May 7th
 Presentations will take place during the last week of the semester, May 5 - 7.
Note on Writing: San Diego State University recently established the Writing Center,
providing a range of free services for students (http://writingcenter.sdsu.edu/index.html).
I urge you to use this resource in order to improve your writing, and help you to
successfully complete your written assignments in all of your courses.
Participation Grade Criteria
A
Contributes in a very significant way to ongoing discussion; provides feedback
and/or responds very thoughtfully to other students, questions others in a
constructive way, keeps discussion focused, demonstrates excellent preparation.
Ideas offered are usually substantive, provides insights and direction for other
students or for the class as a whole. If this person were not a member of the class,
its quality would be diminished.
B
Contributes well to discussion in an ongoing way: provides feedback to other
students, thinks through own points, questions others in a constructive way.
Demonstrates consistent, ongoing involvement in class and good preparation.
C
Demonstrates sporadic involvement in class, including giving feedback to others
and providing comments and suggestions on the work of others.
Does not offer to contribute to discussion, but contributes to a moderate degree
when called on. Offers straightforward information without elaboration.
Demonstrates adequate preparation.
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D
Demonstrates very infrequent involvement in class, either in discussion or in
giving other students feedback.
Demonstrates negative energy via hostile or bored body language.
F
Absent
(These criteria are based on those outlined by Martha L. Maznevski, University of
Virginia (“Evaluating Participation”).)
CLASS POLICIES
Assignments: No extensions will be given on papers, except in the case of documented
illnesses or other documented reasons. Late assignments will be penalized at 10% per day.
After assignments have been graded and returned, you’ll have one week to dispute grades.
Beyond this, grade modification will not be possible.
Attendance: You are expected to attend each class. I will accept one unexcused absence, no
questions asked. For all others, you must provide official written documentation (i.e., a
doctor’s note). Beyond the exceptions noted above, missed classes will result in a lower
participation grade.
Blackboard: There is a Blackboard website associated with this course. Please refer to it for
downloads, assignments and course announcements. You are expected to post your
comments and thoughts in the online discussion board. Your regular contribution will count
toward your participation grade.
Plagiarism: As per university policy, cheating and plagiarism will not be tolerated. The
minimum penalty for cheating or plagiarism is a grade of zero on the assignment.
Academic dishonesty cases will be referred to the Center for Student Rights and
Responsibilities.
Classroom behavior: Out of respect for your fellow classmates and the instructors, please
refrain from disruptive behavior at all times (i.e., cell phone use, web surfing, talking in
class, arriving late, offensive language, etc.). This is vital to ensure a positive learning
environment.
Email: Instead of emailing me, I encourage you to come to my office hours, talk to me
after class, or make an appointment with me. I shall check my email regularly during regular
business hours (Monday-Friday, 9am-5pm) and will do my best to respond as soon as I can.
Special accommodations: If you require special accommodations due to a religious
holiday, university-sponsored sports event, or other documented reason, you must let me
know me about this within the first two weeks of classes in order to make sure that I can
make suitable arrangements. If you are a student with a disability and believe you will
need accommodations for this class, it is your responsibility to contact Student Disability
Services at 619-594-6473. To avoid any delay in the receipt of your
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accommodations, you should contact Student Disability Services as soon as possible.
Please note that accommodations are not retroactive, and that accommodations based
upon disability cannot be provided until you have presented your instructor with an
accommodation letter from Student Disability Services. Your cooperation is appreciated.
Schedule: Although every effort will be made to adhere to the schedule below, please
note that it is subject to change.
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CLASS SCHEDULE
PART I:
Orientations: Approaches and Perspectives
Week 1
01/22
Introduction
Week 2
01/27-29
What is Nature?
Readings:
Cronon, W. 1999. The Trouble with Wilderness. In W. Cronon Ed.) Uncommon Ground:
Toward Reinventing Nature. New York: WW Norton.
http://www.williamcronon.net/writing/Trouble_with_Wilderness_Main.html
Week 3:
02/03-05
Population and Scarcity
Readings:
1a) Kaplan, R.D. 1994. “The coming anarchy: how scarcity, crime, overpopulation,
tribalism, and disease are rapidly destroying the social fabric of our plane.” The Atlantic
Monthly Magazine, February, v. 274, Pp. 44.
Or
1b) Ehrlich, P. 1970. The Population Bomb. New York Times, Ch. 1.
2) Ross, E. B. 2000. The Malthus factor: Poverty, Politics and Population in Capitalist
Development (pp. 1-20). Briefing 20, Dorset, UK: Corner House.
Week 4:
02/10-12
Environmental Determinism
Readings:
1a) Diamond, J. (1997), Guns, Germs, and Steel: The Fates of Human Societies. New
York: W.W. Norton & Company. (OR Read this lecture: Why Did Human History
Unfold Differently)
Or
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GEOG 496
1b) Hausmann, R., (2001), “Prisoners of Bad Geography,” In Foreign Policy, 122: 44-54.
http://foreignpolicy.com/2009/11/20/prisoners-of-geography/
2) Review Symposium on Guns, Germs, and Steel. 2003. Antipode 35:4 (TBA)
Week 5:
02/17-19
Commons Versus Markets
Readings:
1) Hardin, G. 1968. “The Tragedy of the Commons”, Science Vol. 162 no. 3859 pp.
1243-1248
2) McKay, B. and Finlayson, C. 1995. The Political Ecology of Crisis and Institutional
Change: The Case of the Northern Cod.
http://arcticcircle.uconn.edu/NatResources/cod/mckay.html
PART II:
Foundations of Political Ecology
Week 6:
02/24-26
What is Political Ecology?
Readings:
1) Robbins, P. 2004. Chapter 1: What is Political Ecology? Political Ecology: A Critical
Introduction, Malden: Blackwell
2) Robbins, P. 2004. Chapter 3: The Critical Tools.
Week 7:
03/03-05
Capitalist Transformations of Nature
Readings:
1) Davis, Mike. 2004. “The Political Ecology of Famine: The origins of the third world.”
In R, Peet & M. Watts, M. (Eds.) Liberation ecologies: environment, development, social
movements. London: Routledge, 48.
2) Hecht, Susanna B. 1985. “Environment, Development and Politics: Capital
Accumulation and the Livestock Sector in Eastern Amazonia”, World Development
13(6): 663-84.
Film: The Burning Season: The Chico Mendes Story
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GEOG 496
PART III:
Topics in Political Ecology
WEEK 8
03/10-12
Resource Conflicts and the Politics of Scale
Thursday, March 12th: CLASS CANCELLED
 Take Home Midterm
 DUE: Burning Season Film Review
Readings:
1) Robbins, P. 2001. “Fixed Categories in a Portable Landscape: the causes and
consequences of land cover categorization”, Environment and Planning A 33, pp. 161 –
179.
2). Swyngedouw, E. 2003. “Modernity and the Production of the Spanish Waterscape,
1890 – 1930.” In K, Zimmerer and T. Bassett (eds), Political Ecology: An Integrative
Approach to Geography and Environment, New York: Guilford Press.
Week 9
03/17-19
Knowing Nature I
Tuesday, March 17th: Midterm DUE
Readings:
1) Leach, M. and Fairhead, J. 2000. “Fashioned Forest Pasts, Occluded Histories?
International Environmental Analysis in West African Locales”, Development and
Change 31 pp. 35-59.
2) Carney, J. 2000. “The African Origins of Carolina Rice Culture”, Ecumene 7:2, pp. 2549.
Spring Break!
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Week 10
03/24-26
GEOG 496
Knowing Nature II
Thursday, March 26th: Paper Abstracts DUE
Readings:
1) Turner, M. 1993. “Environmental Science and Social Causation in the Analysis of
Sahelian Pastoralism.” Economic Geography 69(4) pp. 402-421.
2) Bassett, T. and Zueli, K. 2004. “The Ivorian Savanna: Global Narratives and Local
Knowledge of Environmental Change.” In K, Zimmerer and T. Bassett (eds), Political
Ecology: An Integrative Approach to Geography and Environment, New York: Guilford
Press.
Week 11
04/07-09
Conservation and Development
Readings:
1a) Neumann, R. P. 2001. “Africa's last 'wilderness'. Reordering space for political and
economic control in colonial Tanzania.” Africa 71(4): 641-65.
Or
1b) Grove, R. 1995. Green Imperialism: Colonial expansion, tropical island Edens, and
the origins of environmentalism, 1600-1860. New York: Cambridge University Press.
Introduction and Conclusion, pp. 1 – 15; 474 – 485.
2) Brockington, D. 2004. "Community Conservation, Inequality and Injustice: Myths of
Power in Protected Area Management." Conservation and Society 2:2, pp. 411-432.
Week 12
04/14-16
Identities, Nature, and the Politics of Difference I
Thursday, April 16th: Draft Paper DUE
Readings:
Wainright, J. and Bryan, J. 2009. “Cartography, territory, property: postcolonial
reflections on indigenous counter-mapping in Nicaragua and Belize”, Cultural
Geographies 16:2, pp. 153 – 178.
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GEOG 496
Film: Huicholes: The Last Peyote Guardians
Week 13
04/21-23
Identities, Nature, and the Politics of Difference II
Thursday, April 23rd: Huicholes Film Review & Peer Review DUE
Readings:
1) Kosek, J. 2004. "Purity and Pollution: Racial Degradation and Environmental
Anxieties." In R. Peet and M. Watts (Ed), Liberation Ecologies: Environment,
Development, Social Movements, London: Routledge.
2a) Carney, J. 1996. “Converting the Wetlands, Engendering the Environment.” In R.
Peet and M. Watts (eds), Liberation Ecologies: Environment, Development, Social
Movements, New York: Routledge, pp. 165 – 187.
Or
2b) Schroeder, R. and Suryanata K. 2004. “Gender and Class Power in Agroforestry
Systems: Case studies from Indonesia and West Africa.” In R. Peet and M. Watts (eds),
Liberation Ecologies: Environment, Development, Social Movements, New York:
Routledge, pp.188 – 204.
Week 14
04/28-30
Violent Environments
Readings:
1) Watts, M. 2001. “Petro-violence: Community, Extraction, and Political Ecology of a
Mythic Commodity.” In N. Peluso and M. Watts (eds), Violent Environments, New York:
Cornell University Press, pp. 189 – 212.
2) TBA
Week 15
05/03-05
Student Presentations
Here’s to a great semester!
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