Service Learning Course Designation Form
Use this form to request a Service Learning Course Designation for a new or existing course.
Proposed course title should end with the following designation: /Service Learning
I. Service Learning Course
Dept/Program
Course Number
Environmental
ENST 489S
Subject
Studies
(e.g. SW UG 423)
Course Title (e.g.
Environmental Justice Issues and Solutions/SvcLrn
Addiction
Studies/SvcLrn)
Short Title (max. 26
Envl Justice Issues/SvcLrn
characters incl.
spaces)
Number of credits
3
Instructor name
Robin Saha
Instructor phone
243-6285
and e-mail
robin.saha@umontana.edu
II. Endorsement/Approvals
Complete this form and obtain signatures before submitting to Faculty Senate
Office.
Requestor
Requestor phone
and e-mail
Program
Chair/Director
Other affected
programs
Dean
Please Type/Print
Name
Robin Saha
Signature
243-6285
robin.saha@umontana.edu
Len Broberg
Date
9/19/11
9/19/11
III. UM Service Learning Definition: Service Learning is a method of teaching and
learning in which students, faculty and community partners work together to
enhance student learning by applying academic knowledge in a community-based
setting. Student work addresses the needs of the community, as identified through
collaboration with community or tribal partners, while meeting instructional
objectives through faculty-structured service work and critical reflection meant to
prepare students to be civically responsible members of the community. At its
best, service learning enhances and deepens students’ understanding of an
academic discipline by facilitating the integration of theory and practice, while
providing them with experience that develops life skills and engages them in
critical reflection about individual, institutional, and social ethics.
IV.Service Learning Course Criteria The University of Montana-Missoula has established the
following criteria for Service Learning courses. In order to receive the Service Learning course
designation, a course must clearly exemplify all of the following criteria:
 Students in the course will provide a needed service to individuals, organizations, schools,
or other not-for-profit or tax-exempt entities in the community.
 The service experience is directly related to the subject matter of the course.
 Knowledge from the discipline informs the service experiences with which the students are
to be involved.
 Activities in the classroom will provide opportunities for students to actively reflect upon
what they have learned through the service experience and how these experiences relate
to the subject matter of the course. Reflection should be imbedded as course assignments
and in-class time should be scheduled to do reflection – both should be clear on the
syllabus. Reflection should incorporate discussion/assignments that help students
understand the importance of meeting community needs through service and civic
engagement in a democratic society.
 The course offers a method to assess the learning derived from the service. Credit will be
given for the learning and its relation to the course, not for the service alone.
 Service interactions in the community will recognize the needs of service recipients and
represent reciprocal partnerships between the campus(class) and community partner
organization(s). Community partner(s) should have the opportunity to provide advice and
feedback in class on the nature and value of the service performed by the students.
 Training (by the service agency) and preparation (by the course instructor) ensure that
students perform service activities in a professional manner and that vulnerable populations
are not harmed.
 Service options ensure that no student is required to participate in a service placement that
creates a religious, political, or moral conflict for the student.
 In a 3-credit service learning course, students should be required to perform a minimum of
15 hours of community service per semester (i.e. 5 hours of service per academic credit.)
Service hours may include hours spent in training, preparation, and direct contact with
clients.
V. Confirmation of Service Learning Course Criteria: Explain how this course meets each
of the following criteria.
Service experiences vary considerably from year
Need for service: Describe the communityto year, but often involve conducting communityidentified need and the nature of the service
based research in/with/for low-income, rural or
experience students will be involved in.
racial/ethnic minority communities or among
historically disempowered populations in
Montana, including tribal communities, that are
disproportionately exposed to environmental
hazards, pollutants, contaminants and the like,
have limited access to environmental amenities
or their historical land base, natural resources
and culturally significant areas. Formidable
challenges exist regarding understanding and
documenting the extent and nature of these
problems and developing, implementing and
evaluating effective strategies to address myriad
environmental injustices. Non-profit
environmental and social justice organization and
other EJ advocates and supporters often lack
resources and know-how and have tremendous
need for assistance with research, technical
assistance, fund-raising, existing project support,
new project design, event planning, public
education and other activities in which students
are involved.
Relation to course content: Describe how the
service experience is related to the subject
matter of the course. How do students apply
their classroom learning in the service
experience?
Reflection: What opportunities are provided in
the classroom for students to reflect upon what
they have learned through their service
experience? How is service placed within the
broader context of civic engagement and
service to others?
Assessment: What method(s) are used to
assess the learning derived from the service
experience?
Students use an environmental justice conceptual
framework and socially critical analysis (i.e.
distinct forms and dimensions of environmental
justice as well as economic sociopolitical and
racial explanations of environmental inequality) to
put their service learning projects in their
community of concern into a broader context for
understanding inequality and structural
disadvantage; students also learn about
community organizing strategies and policy
approaches to address environmental injustice
and apply lessons from case examples they study
of community-based solutions and broader policy
solutions to better understand environmental
injustice and EJ solutions in their community of
concern.
Students share service learning experiences
during progress reports in the middle of the
semester and relate to course themes and
content; students in fully engaged service
projects make service project presentations at the
end of the semester that offer additional
opportunity to reflect on service experiences with
their peers and obtain feedback from the
instructor. At end of term, students submit SL
reflection essays (for SL projects) and other
students submit SL reports that include reflection.
Students come to understand that service
learning experiences involve civic engagement,
which is essential for positive social and
environmental change for disempowered
populations and communities. Curricular content
pertaining to social movement theory and social
change specific to the grassroots EJ movement
supports this understanding.
Evaluation of: (1) students’ service learning
reports (for those doing minimum level of
volunteering); (2) final 10-50 page group project
reports that include social critical analysis of the
issue/community/population; (3) SL individual
reflection essay (for those in fully engaged
service project); (4) group project presentation.
Instructor’s evaluation emphasizes application of
environmental justice frameworks and theoretical
explanations. Approximately one-third to one-half
of the class opts to participate in a fully engaged
service project, for which student peer
evaluations are also used for assessment.
Assessment also includes direct observation or
evaluation of oral progress reports of students
fully engaged with community partner throughout
term. Occasional direct observation of students
interacting with community members is also used.
Reciprocity: How do community partner(s)
provide advice and feedback on the nature
and value of the service performed?
Training: What training and preparation will be
provided to assure that that students perform
their service activities in a professional manner
and that vulnerable populations are not
harmed?
Service options: What service options exist to
ensure that no student is required to
participate in a service placement that creates
a religious, political, or moral conflict?
Number of service hours required: How many
hours of service per semester are students
required to perform? Provide detailed
description of the service activities to be
performed.
Community partners, for applicable projects,
typically attend final presentations, thereby
providing opportunity for interchange and
feedback. Student final reports are forwarded to
community partner and feedback solicited. The
instructor also talks with the service learning
partners after the class about how student
volunteering and student projects went and what
can be improved.
No vulnerable populations are involved in student
projects. Only adults are involved. Community
partners are closely consulted throughout the
development and implementation of the projects
and instructor is kept informed. Instructor
provides project-specific training in applicable
methods and techniques for gathering, analyzing,
and reporting data or makes arrangements with
those who can offer such services. Students
must meet with the instructor regularly in or out of
class to discuss respectful and responsible
engagement with community partners and
members and manage any difficulties that arise.
A variety of service learning options are provided,
including a major service learning project (see
syllabus). Approximately one-third to half of the
class participates in the service learning project
option.
A minimum of 15 hours of service learning is
required of all students. Approximately one-third
to half of the class participates in major service
learning (fully engaged) projects for which hours
are not recorded or reported but entail many
more than 15 hours and constitutes over 50% of
the course grade. Service activities are varied,
depending on needs of organizations and student
interest, and for fully engaged projects, often
include doing community-based and “citizen
science” research, providing technical assistance
for community or campus partners, or organizing
or assisting with public education events,
campaigns, and the like. Examples include:
conducting low-cost dust sampling and testing for
lead, cadmium and arsenic in collaboration with a
citizens group in Opportunity MT, a Superfund
community; helping with event organizing for
Community Action for Justice in the Americas
(CAJA); providing support to an ad hoc campus
committee developing a “green” cleaning product
policy for UM; assisting Women’s Voices for the
Earth (WVE) with its Safe Cleaning Product
Initiative; preparing a climate justice poster for
Global Climate Action week; organizing a public
panel on Libby, MT; developing a system to
reduce spoilage of fresh produce at the Missoula
Food Bank; installing gardens in low-income
neighborhoods in Missoula; assisting with 2011
Tribal Water Rights Conference.
VI. Community Partner Information: Provide information on the organization(s) that will
provide service placements for students in this course.
Name of Agency/Organization(s)
Contact person name(s)
Contact person(s) phone and e-mail
Varies from year to year and have included
Opportunity Citizens Protection Association
(OCPA); Community Action for Justice in the
Americas (CAJA); and Women’s Voices for the
Earth (WVE); UM Office of Sustainability
Serge Myers and George Niland (OCPA); Rita
Jankowsky (CAJA); Jamie Silberberger (WVE);
and Cherie Peacock (UM Office of Sustainability).
Serge Myers (406) 797-3334
opporfam72@yahoo.com
George Niland (406) 797-3343
regulator1@g.com
Jamie Silberberger 543-3747
jamie@womenandenvironment.org
Rita Jankowsky justpeace4all@yahoo.com
Cherie Peacock x6001
cherie.peacock@mso.umt.edu
VII. Syllabus: Paste syllabus below or attach and send digital copy with form. The syllabus
should clearly indicate that this is a service learning course and it should include the UM
Service Learning Definition as text within the syllabus. The syllabus should also demonstrate
how the above criteria are satisfied. For assistance in preparing a service learning course
syllabus, see http://www.compact.org/syllabi/ or contact Andrea Vernon, Director of the Office
for Civic Engagement: andrea.vernon@umontana.edu.
EVST 489S
ENVIRONMENTAL JUSTICE ISSUES AND SOLUTIONS / SERVICE LEARNING
Tu/Th 3:40 - 5:00 PM / PAYNE FAMILY NATIVE AMERICAN CENTER 105
Instructor
Dr. Robin Saha
Office: Jeannette Rankin Hall, Rm. 018 (basement)
Office Hours: Tues. 11:15 am -12:30 pm, Wed. 2:00-4:00 pm, or by appt.
Email: robin.saha@umontana.edu
Phone: 243-6285
Course Description
This course explores how and why environmental risks, such as exposure to toxic chemicals - and
benefits, such as access to natural resources, environmental amenities, and environmental protection are inequitably distributed among various segments of society. The premise of this course that socially,
economically, and environmentally sustainable societies at the local, national, and global levels cannot
be achieved unless the underlying causes of environmental and social inequity are understood and
addressed.
Thus, in the first part of the course we look at the historical, sociocultural, political, and economic
processes by which environmental inequities by race, socioeconomic status, and gender are believed to
have arisen and continue to persist. We do so by examining various case examples, including those in
Montana. The class also explores the unique causes and consequences of environmental injustice in
“Indian Country”.
In the second part of the course in particular, we will use our understanding of the causes to consider
environmental justice solutions. We will look at strategies and tools that environmental justice groups
are using to empower themselves and work toward a more just and sustainable society. We will also
critique efforts of environmental justice organizations, government, industry, and traditional
environmental organizations. This year we will focus on governmental responses to environmental
justice issues. Over the course of the term, students will research and analyze an environmental justice
issue, topic, or case, or conduct a service learning project in collaboration with a grassroots community
organization.
This course has a Service Learning designation, which means all students will have an opportunity
(i.e., are required) to volunteer for an environmental justice group. The service learning experience and
a related service learning project option help integrate and deepen understanding and appreciation of
course content.
Course Objectives
This course seeks to develop students’ understanding of myriad causes of environmental inequality and
apply those understandings to critique existing solutions to environmental inequality and propose new
solutions.
By the end of the course students will be able to:

identify examples of environmental injustice in various contexts.

understand and apply various environmental justice concepts.

understand and appreciate the role that grassroots environmental justice groups in societal
response to environmental injustice, including the role of local EJ groups.

assess the effectiveness of existing approaches for addressing environmental injustice.

propose appropriate solutions that individuals, communities, government, industry, or the
environmental community can use to address environmental justice problems.

demonstrate an in-depth understanding of a particular environmental justice case, topic, or
issue.
Requirements
In addition to regular attendance, all students are required to:

conduct 15 hours of service learning volunteering for a campus or community environmental
justice organization (students participating in service learning projects are exempted).

attend a day-long field trip.

be prepared to discuss the assigned readings, i.e., share thoughts, critiques, reactions, and
questions about the readings.

complete a take-home mid-term exam.

in consultation with the instructor, develop a term paper throughout the term that involves
research and analysis of a relevant environmental justice topic, issue or case. Alternately,
students may conduct a group service learning project in conjunction with a community
organization.
Class
The class format will be a mix of lecture, discussion, short films, guest speakers, small group activities
and student presentations. There also will be trainings held in a computer classroom on obtaining and
using demographic data and information on pollution sources and toxic chemicals. Some class time will
be provided to work on term papers/projects, and the last few classes will be devoted to final
presentations of term papers/projects (see below).
A Note on Email Communication: In accordance with privacy laws the University requires me to
communicate with students about academic matters through students’ University email (UMConnect)
account. Although efforts will be made to limit emails, occasionally it is necessary to communicate with
the class. Thus, please regularly check your UM email account for this class.
A Note about Obtaining Assistance: If you or your team needs assistance outside of class, please come
see me during office hours (or by appointment only if meeting during office hours is not possible). I
pride myself on be readily available for extra help.
Field Trip
There will be a full day field trip to the Flathead Indian Reservation, which is planned for Thursday,
October 6. All students are expected to attend the field trip and should make necessary arrangements
with their other instructors, employers, families, etc.
Description of Main Assignments
The main assignments for the course are described below. In addition, there will be some short
homework assignments designed to engage and extend on the assigned readings.
Service Learning Volunteering: All students are required to volunteer a minimum of 15 hours for a
campus or community environmental justice organization such as Students for Economic and Social
Justice (SESJ), Women’s Voices for the Earth (WVE), the Opportunity Citizens Protection Association
(OCPA), Students for Peace and Justice, or the Peace Center of Missoula. In addition, there will be a
special opportunity to participate in a biomass energy and waste incinerator environmental justice study.
Opportunities will be provided in class to meet leaders and staff of these groups, which will have
program and project activities to plug you in to. Volunteer hours should be logged along with a
description of services provided and a note from the sponsoring organization. Six hours should be
completed by Thursday, Oct. 13, and all 15 hours by Tuesday, Nov. 22. Final reports must include an
essay that relates the service learning experience to the course content and themes.
Midterm Exam: The take-home essay exam will test your knowledge and understanding of material
presented in the first seven weeks of class, such as the history, successes, and challenges of the
environmental justice movement, EJ frameworks, and theoretical explanations of environmental
injustice. You also will be expected to understand and apply environmental justice principles and
concepts to the cases examined in the class and others presented for the exam.
Term Paper/Project: Students will also develop a term paper or project. This assignment should have
both research and analysis components. There are two approaches you can take: (1) a tradition term
paper in which you research, analyze, or critique a current environmental justice case, issue, topic, or
an approach to addressing EJ problems, such as grassroots community organizing, good neighborhood
agreements, clean production/green chemistry, co-management, traditional ecological knowledge, tribal
intellectual property rights, community-based research, citizen science, the precautionary principle,
disparate impact assessments, community mapping, corporate responsibility, environmental human
rights, climate justice, EJ networks, sustainable economic development, etc.; or (2) a service learning
project in which you work in a group to assist an EJ community or population of concern on a current
campaign of theirs. The instructor will provide ideas for service projects and guidance during the
development of the project. It is expected that the class service learning requirement will lead to
projects that will fulfill this course requirement. In fact, that is encouraged.
Term papers and projects will be developed in three phases in consultation with the instructor and
outside organization for service learning projects. “Deliverables” for each phase (for term papers and
group projects) are described below.
PHASE 1 Term Paper/Project Proposal: A 3-4 page proposal with at least ten references should
describe the topic, issue, or case to be researched, provide important background or context,
describe the purposes or objectives of the research, explain the relevance to the course themes,
provide an outline of subtopics to be discussed, and describe your interest in the topic. Also, please
explain how you intend to accomplish your objectives, for example, what sources of information you
will use. For service projects, identify the end-product or activities envisioned, explain how you plan
to develop the project, and provide some justification or a statement of need. Phase 1 also involves
making a short informal presentation on your proposal.
PHASE 2 Environmental Justice Analysis: An environmental justice analysis of the issue or topic
you will be addressing in your term paper or project. Success requires conducting background
research and using environmental justice concepts, frameworks, and theoretical explanations taught
in the class. A variety of sources should be utilized and referenced. For group service learning
project, each person should conduct their own research and submit their own analysis, though
sharing of resources is encouraged.
PHASE 3 Final Term Paper/Project Report: Include revisions to your Phase 2 EJ analysis and
incorporate feedback from your presentation. Terms papers should suggest policy, organizing, or
other solutions to the issue or problem, and include a feasibility analysis. Service learning project
reports should include a description of the project, the actual product developed, or an explanation
of the outcome of your efforts. Term papers should be approximately 15 pages, not including
references and appendices. Service learning reports should be 10-50 pages, depending on the
nature of the product developed and outcome achieved.
Schedule of Assignments
Assignments are due at the beginning of class.
Assignment
Due Date
In-class Reading Commentaries (graduate students)
As assigned
Service Learning Progress Reports
Thurs. 10/13
Midterm Exam
Tues. 10/18
Term Paper/Project Proposals (Phase 1)
Thurs. 10/27
Environmental Justice Analysis (Phase 2)
Tues. 11/15
Service Learning Final Reports
Tues. 11/22
Term Paper/Project Reports (Phase 3)
Fri. 12/9, 5 pm
Requirements Grading and Evaluation
It is expected that all assignments will be turned in on time. Deductions will be made for all assignments
turned in late unless you make pre-arrangements before the due date. Course grades will be based on
your class participation, midterm exam, service learning assignment, and the term paper/project. A total
of 1000 points are possible for each of the following components.
Assignment/Grade Component
Points
Class participation
150
Midterm Exam
200
Service Learning Assignment
150
Term paper/project proposal (Phase 1)
50
Environmental justice analysis (Phase 2)
100
Term paper or term project report (Phase 3)
250
Attendance Policy
Regular attendance is a requirement and a significant part of your participation grade. Attendance will
be taken each day in class; and it is your responsibility to sign the attendance sheet. Students who
have 5 or more unexcused absences throughout the term may receive up to a full letter grade reduction
in their course grade. Excused absences will be given on a case-by-case basis. Students wishing to
have an excused absence generally must notify the instructor in advance of a class that they will miss or
provide an acceptable reason such as illness or death in the family and may be required to provide
verification. Repeated lateness to class and/or early departure from class is disruptive to the learning
environment and may also result in a grade reduction. Please come to class on time! Also, do not miss
class to work on an assignment. Turn it is late instead if necessary.
Field Trip Attendance: All students are expected to attend the field trip. Please make the necessary
arrangements with other instructors, employers, co-workers, spouses, partners, etc. If you still cannot
go on the field trip, please let the instructor know in advance so an acceptable alternative can be
arranged.
Academic Dishonesty and Plagiarism
Plagiarism is a serious violation of academic integrity. All work and ideas submitted are expected to be
your own or must be fully and accurately attributed to verifiable sources. The Academic Policies and
Procedures in the University Catalog states: “Students who plagiarize may fail the course and may be
remanded to Academic Court for possible suspension or expulsion.” If you have any doubts about
plagiarism and citing of others’ work or ideas, especially web sources, please consult the instructor.
Students with Disabilities
If you are a student with a disability and wish to discuss reasonable accommodations for this course,
contact me privately to discuss the specific modifications you wish to request. Please be advised I may
request that you provide a letter from Disability Services for Students verifying your right to reasonable
modifications. If you have not yet contacted Disability Services, located in Lommasson Center 154,
please do so in order to verify your disability and to coordinate your reasonable modifications. For more
information, visit the Disability Services website at http://life.umt.edu/dss.
Readings
Although there are no required texts for the course, we will be reading various articles, book chapter,
reports and such. All of the readings will be on Electronic Reserve (E-RES) through the Mansfield
Library website (see: http://eres.lib.umt.edu/eres/default.aspx). The course password is “justice.”
Reading assignments are listed in the course schedule below.
Note that we will read several chapters of an update of the landmark environmental justice report Toxic
Wastes and Race in the United States. The new report was sponsored by the United Church of Christ
(UCC) and co-authored by environmental justice scholars and is titled Toxic Waste and Race at Twenty:
Grassroots Struggles to Dismantle Environmental Racism. Individual chapters of the report will be
posted in E-RES. An electronic copy of the full report can be downloaded from:
http://www.ejrc.cau.edu/TWARTFinal.htm.
Some adjustments to the course schedule may be needed to suit the needs of the class. These are
announced in class. Students who are late, miss class, or leave early are responsible for finding out
about any changes for other students or me.
Course Schedule
INTRODUCTION TO ENVIRONMENTAL JUSTICE
TUES. 8/30 – COURSE INTRODUCTION
THURS. 9/1 – INTRODUCTION TO ENVIRONMENTAL JUSTICE
Mohai, Paul, David Pellow, and J. Timmons Roberts. 2009. “Environmental Justice.” Annual Review
of Environment and Resources 34: 405-430.
Bullard, Robert D., Paul Mohai, Robin Saha, and Beverly Wright. 2007. “Forward, “Preface,” and
“Introduction ” Pp. vii-ix and 1-5 in Toxic Wastes and Race at Twenty: Grassroots Struggles to
Dismantle Environmental Racism. Authors. Cleveland, OH: United Church of Christ.
TUES. 9/6 – ENVIRONMENTAL JUSTICE MOVEMENT
Bullard, Robert D. 2007. “Environmental Justice in the Twenty-First Century.” Pp.7-15 in Toxic
Wastes and Race at Twenty.
Bullard, Robert D. 2007. “Environmental Justice Timeline/Milestones 1987-2007.” Pp. 16-37 in
Toxic Wastes and Race at Twenty.
THURS. 9/8 – ENVIRONMENTAL JUSTICE MOVEMENT (CONT.)
Krauss, Celene. 1993. “Blue-Collar Women and Toxic-Waste Protests: The Process of
Politicization.” Pp. 107-117 in Toxic Struggles: The Theory and Practice of Environmental
Justice, edited by Richard Hofrichter. Philadelphia, PA: New Society.
Longo, Peter J. 1998. “Environmental Injustices and Traditional Environmental Organizations:
Potential for Coalition Building.” Pp. 165-176 in Environmental Injustices, Political Struggles:
Race, Class and the Environment, edited by David Camancho. Durham, NC: Duke University
Press.
Moberg, Mark. 2001. “Co-Opting Justice: Transformation of a Multiracial Environmental Coalition in
Southern Alabama.” Human Organization 60(2): 166-177.
TUES. 9/13 – SPOTLIGHT ON EJ CASES
All Read:
Cole, Luke and Sheila Foster. 2001. “We Speak for Ourselves: The Struggle for Kettleman City.” Pp.
1-9 in From the Ground Up: Environmental Racism and the Rise of the Environmental Justice
Movement. New York: New York University Press.
Last Names A-D Read:
Bullard, Robert D. 2007. “The ‘Poster Child’ for Environmental Racism in 2007: Dickson County,
Tennessee.” Pp. 134-151 in Toxic Wastes and Race at Twenty.
Last Names E-L Read:
Lerner, Steven. 2010. “Tallavast, Florida: Rural Residents Live Atop Groundwater Contaminated by
High-Tech Weapons Company.” Pp. 157- 176 in Sacrifice Zones: The Front Lines of Toxic
Chemical Exposure in the United States. Author. Cambridge, MA: The MIT Press.
Last Names M-R and David Schaad Read:
Lerner, Steven. 2010. “Addyston, Ohio: The Plastics Plant Next Store.” Pp. 119-136 in Sacrifice
Zones.
Last Names S-Z Read:
Lerner, Steven. 2010. “Ocala, Florida.” Pp. 19-40 in Sacrifice Zones.
THURS. 9/15 – EJ EXPLANATIONS
Lerner, Steven. 2010. “Introduction.” Pp. 1-15 in Sacrifice Zones.
Field, Rodger C. 1998. “Risk and Justice: Capitalist Production and the Environment.” Pp. 81-103 in
The Struggle for Ecological Democracy: Environmental Justice Movements in the United States,
edited by Daniel Faber. New York: The Guilford Press.
Bath, C. Richard, Janet M. Tanski, and Roberto E. Villarreal. 1998. “The Failure to Provide Basic
Services to the Colonias of El Paso County: A Case of Environmental Racism? Pp. 126-137 in
Environmental Injustices, Political Struggles.
Bullard, Robert D. 2005. “Neighborhoods ‘Zoned” for Garbage.” Pp. 43-61 in The Quest for
Environmental Justice: Human Rights and the Politics of Pollution, edited by Author. San
Francisco, CA: Sierra Club Books.
TUES. 9/20 – ASSESSING DISPARATE IMPACTS AND THE EVIDENCE OF ENVIRONMENTAL JUSTICE
Mohai, Paul. 2007. “Racial and Socioeconomic Disparities in the Distribution of Environmental
Hazards: Assessing the Evidence Twenty Years after Toxic Wastes and Race.” Pp. 38-48 in
Toxic Wastes and Race at Twenty.
Saha, Robin. 2007. “A Current Appraisal of Toxic Wastes and Race in the United States – 2007.”
Pp.49-83 in Toxic Wastes and Race at Twenty
ENVIRONMENTAL JUSTICE ISSUES
THUS. 9/22 – CLIMATE JUSTICE
LaDuke, Winona. 2006. “Indigenous Power: The New Energy Economy.” Race, Poverty &
Environment Summer: 6-10.
Dorsey, Michael. 2007. Green Market Hustlers. Washington D.C.: Foreign Policy in Focus.
Roberts, J. Timmons. 2009. “The International Dimension of Climate Justice and the Need for
International Adaptation Funding.” Environmental Justice 2(4): 185-190.
White-Newsome, Jalonne, Marie S. O’Neill, Carina Gronlund, Tenaya M. Sunbury, Shannon J.
Brines, Edith Parker, Daniel G. Brown, Richard B. Rood, and Zorimar Rivera. 2009. “Climate
Change, Heat Waves, and Environmental Justice: Advancing Knowledge and Action.”
Environmental Justice 2(4): 197-205.
TUES. 9/27 – SERVICE LEARNING PLANNING DAY
THURS. 9/29 – FOOD JUSTICE
Gottlieb, Robert. 2009. “Where We Live, Work and Play … and Eat: Expanding the Environmental
Justice Agenda. Environmental Justice 2(1): 7-8.
Williams, Orrin. 2005. “Food and Justice: The Critical Link to Healthy Communities.” Pp. 117-130 in
Power, Justice, and the Environment: A Critical Appraisal of the Environmental Justice
Movement, David Naguab Pellow and Robert J. Brulle, eds. Cambridge, MA: The MIT Press.
Clarren, Rebecca. 2009. “The Dark Side of Dairies: A Broken System Leaves Immigrant Workers
Invisible -- and in Danger.” High Country News [Aug. 31] Available at
http://www.hcn.org/issues/41.15/the-dark-side-of-dairies?src=feat.
LaDuke, Winona. n.d. “Wild Rice: Maps, Genes and Patents.” Available at:
http://savewildrice.org/winona-article.
TUES. 10/4 – INTRODUCTION TO EJ AND NATIVE AMERICANS
Rosier, Paul. C. 2008. “’We, the Indian People, Must Set an Example for the Rest of the Nation’:
Environmental Justice from a Native American Perspective.” Environmental Justice 1(3): 127129.
Johnson, Benjamin Heber. 2001. “The Dark Side of Environmentalism.” [Book Review of
Dispossessing the Wilderness: Indian Removal and the Making of the National Parks, by Mark
David Spence] Reviews in American History 29(June): 215-221.
Whitty, Julia. 2005 (Sept./Oct.). “Accounting Coup.” Mother Jones 30(5): 56-86.
THURS. 10/6 – FIELD TRIP TO FLATHEAD INDIAN RESERVATION (NATIONAL BISON RANGE, THE PEOPLE’S
CENTER, AND SALISH KOOTENAI COLLEGE)
Lyons, Erin Patrick. 2005 “'Give Me a Home Where the Buffalo Roam': The Case in Favor of
Management Function Transfer to the Confederated Salish Kootenai Tribes of the Flathead
Nation.” Gender Race and Justice 8(3): 711-734.
Missoulian. 2007. “Ugly Feud Now Threatens Bison Range: Don't Sacrifice the National Bison
Range in an Unnecessary Turf Battle.” (Editorial) April 25.
Hocutt, Grady. 2008. “Sharing Jurisdiction Is the Worst Thing for the Nation’s Bison Range.” High
Country News July 16.
Bishop, Paul. 2008. “Injustice on the Great Plains.” High Country News July 16.
TUES. 10/11 – RACE AND CLASS IN AMERICA
Sklar, Holly. 1998. “Imagine a Country.” Pp. 192-201 in Race, Class and Gender in the United
States: An Integrated Study. Paula S. Rothenberg, ed. New York: St. Martin’s Press.
Rachel’s Environment and Health News. February 28, 2002. “The Environmental Movement – Part
5: White Privilege Divides the Movement.” #745. Environmental Research Foundation.
Rothenberg, Paula S. 1998. “The Social Construction of Difference: Race, Class, Gender, and
Sexuality.” Pp. 7-12 in Race, Class and Gender in the United States: An Integrated Study, by
Author. New York: St. Martin’s Press.
Leondar-Wright, Betsy. 2005. “Working Definitions.” Pp. 1-2 in Class Matters: Cross-Class Alliance
Building for Middle-Class Activists. Gabriola Island, Canada: New Society Publishers.
Leondar-Wright, Betsy. 2005. “Are There Class Cultures?” Pp. 16-23 in Class Matters.
THURS. 10/13 – MID-TERM REVIEW DAY
Service Learning Progress Reports Due
TUES. 10/18 – MID-TERM EXAM DUE
THURS. 10/20 –TRIBAL WATER RIGHTS AND ENVIRONMENTAL JUSTICE
Wilkinson, Charles. 2007. “The Salmon People.” Pp. 150-173 in Blood Struggle: The Rise of
Modern Indian Nations. Author. New York, NY: W.W. Norton.
Young, Phyllis. 2001. “Beyond the Water Line.” Pp. 85-98 in Defending Mother Earth: Native
American Perspectives on Environmental Justice. Jace Weaver, ed. Maryknoll, NY: Orbis
Books.
TUES. 10/25 – TRANSPORTATION JUSTICE
Clifton, Kelly and Karen Lucas. 2004. “Examining Empirical Evidence of Transportation Inequality in
the U.S. and U.K.” Pp. 15- 35 in Running on Empty: Transportation, Social Exclusion and
Environmental Justice. Karen Lucas, ed. Bristol, U.K.: The Policy Press.
Chen, Don (2007). “Linking Transportation Equity and Environmental Justice with Smart Growth.”
Pp. 299-320 in Growing Smarter: Achieving Livable Communities, Environmental Justice, and
Regional Equity. Robert D. Bullard, ed. Cambridge, MA: The MIT Press.
THURS. 10/27 – TERM PAPER/PROJECT PROPOSAL PRESENTATIONS
Term Paper / Project Proposals Due (Phase 1)
EJ SOLUTIONS
TUES. 11/1 – INTRODUCTION TO ENVIRONMENTAL JUSTICE POLICY SOLUTIONS – FEDERAL GOVERNMENT
RESPONSES
Roberts, J. T. and Melissa N. Toffolon-Weiss. 2001. “The Empire Strikes Back: The Backlash and
Implications for the Future.” Pp. 189-216 in Chronicles from the Environmental Justice Frontline.
Authors. Cambridge UK: Cambridge University Press.
Lerner, Steven. “Conclusion.” Pp. 294-314 in Sacrifice Zones.
Charles Lee. 2005. “Collaborative Models to Achieve Environmental Justice and Healthy
Communities.” Pp. 219-242 in Power, Justice, and the Environment.
THURS. 11/3 – FEDERAL WASTE REGULATION
Readings to be assigned.
Tues. 11/8 – STATE GOVERNMENT RESPONSES, CLEAN PRODUCTION AND GREEN CHEMISTRY
Eady, Veronica. 2003. “Environmental Justice in State Policy Decisions.” Pp. 168-186 in Just
Sustainabilities: Development in an Unequal World, edited by Julian Agyeman, Robert D.
Bullard, and Bob Evans. Cambridge, MA: MIT Press.
Environmental News Service. 2008. “California First in Nation to Enact Green Chemistry Program ”
[Sept. 30]. Available at http://www.ens-newswire.com/ens/sep2008/2008-09-30-01.asp.
Bergeson, Lynn L. 2011. “State Chemical Reform Initiatives: Advocates Press for Change.”
Environmental Quality Management 20(4): 73-80.
THURS. 11/10 – FEDERAL TOXICS REFORM AND TRANSNATIONAL RESISTANCE
Forsyth, Elizabeth B. 2011. “Solving Widespread Toxic Chemical Exposure.” Virginia Environmental
Law Review. 29: 115-141.
Pellow, David Naguib. 2007. “Transnational Movement Networks for Environmental Justice.” Pp. 7396 in Resisting Global Toxics: Transnational Movements for Environmental Justice. Author.
Cambridge, MA: The MIT Press.
TUES. 11/15 – PRECAUTION, CITIZEN SCIENCE AND POPULAR EPIDEMIOLOGY
Environmental Justice Analysis Due (Phase 2)
Myers, Nancy. 2002. “The Precautionary Principles Puts Values First.” Bulletin of Science,
Technology &Society. 22(3): 210-19.
Myers, Nancy J. 2006. “Precautionary Options.” Pp. 53-68 in Precautionary Tools for Reshaping
Environmental Policy, edited by Author and Carolyn Raffensperger. Cambridge, MA: The MIT
Press.
Hassen, Steffen Foss, Andrew Maynard, Anders Baun, and Joel A. Tickner. 2008. “Late Lessons
from Early Warnings for Nanotechnology.” Nature 34(August): 444-447.
Corburn, Jason. 2005. “Local Knowledge in Environmental Health Policy.” Pp.25-45 in Street
Science: Community Knowledge and Environmental Health Justice. Cambridge, MA: The MIT
Press.
THURS. 11/17 – CO-MANAGEMENT AND VALUING TRADITIONAL AND INDIGENOUS KNOWLEDGE - ADVANCING
INDIGENOUS RIGHTS AND TRIBAL SOVEREIGNTY
Dustin, Daniel L., Ingrid E. Schneider, Leo McAvoy, and Arthur N. Frakt. 2002. “Cross-Cultural
Claims on Devils Tower National Monument: A Case Study.” Leisure Science 24:79-88.
Waage, Sissel. 2003. “Collaborative Salmon Recovery Planning: Examining Decision Making and
Implementation in Northeastern Oregon.” Society and Natural Resources 16: 295-307.
TUES. 11/22 –ADVANCING HUMAN RIGHTS AND ENVIRONMENTAL JUSTICE TOGETHER
Service Learning Final Reports Due
Yang, Tseming. 2002. “International Environmental Protection: Human Rights and the North-South
Divide.” Pp. 87-113 in Justice and Natural Resources.
Macduff, Ian. 1995. “Resources, Rights, and Recognition: Negotiating History in Aoutearoa/New
Zealand.” Cultural Survival 19(3): 30-32.
McCreary, Scott. T. 1995. “Independent Fact-Finding as a Catalyst for Cross-Cultural Dialogue:
Assessing Impacts of Oil and Gas Development in Ecuador’s Oriente Region.” Cultural Survival
19(3): 50-55.
THURS. 11/24 – THANKSGIVING BREAK (NO CLASS)
TUES. 11/29 – COMMUNITY-BASED PARTICIPATORY RESEARCH, COLLABORATION AND COALITION-BUILDING
Cable, Sherri, Tamara Mix, and Donald Hastings. 2005. “Mission Impossible: Environmental Justice
Activists’ Collaboration with Professional Environmentalists and with Academics.” Pp. 55-76 in
Power, Justice, and the Environment.
STUDENT PRESENTATIONS & COURSE WRAP-UP
THURS. 12/1 – TERM PAPER / PROJECT GROUP PRESENTATIONS
TUES. 12/6 – TERM PAPER / PROJECT GROUP PRESENTATIONS
THURS. 12/8 – TERM PAPER / PROJECT GROUP PRESENTATIONS
THURS. 12/16 – PRESENTATIONS (IF NEEDED) AND COURSE WRAP-UP (CLASS MEETS 3:20 – 5:20 PM)
VIII. Copies and Electronic Submission: Submit approved original, a copy, and electronic
file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.
Revised 6/10