WGS 401: Seminar in Women’s Studies –
Feminist & Anti-Racist Perspectives on Sustainability and the Environment
Instructor
Dr. Jane L. Lehr
Email: jlehr@calpoly.edu
IM/iChat: jlehrcalpoly
Office Location: 38-140
Office Phone: 756-6442
Office Hours: TBA
Other times by appointment & IM
Class Meeting Times: 2:10-4:00pm
Class Meeting Location: 14-251
Required Texts
Carolyn Merchant (2008) (ed.). Ecology, 2nd edition
Robert Bullard & Beverly Wright (2009) (eds).
Race, Place, and Environmental Justice After
Katrina.
Vandana Shiva (2000). Stolen Harvest.
Recommended Texts
Léonie Caldecott & Stephanie Leland (1983)
(eds.). Reclaim the Earth.
Judith Plant (1989) (ed.). Healing the Wounds.
Irene Diamond & Gloria Feman Orenstein (1990)
(eds.). Reweaving the World.
Greta Gaard (1993) (ed.). Ecofeminism: Women,
Animals, Nature
Required Electronic Materials
This course will also use a large number of
articles and excerpts that will be posted on the
course Blackboard site in PDF or HTML format. If
you do not have access to a reliable printer,
consider printing or making copies at the library
(10 cents/page), in a campus computer lab, or at
a local copy shop.
Note that this course involves significant amounts
of reading. Unless otherwise indicated, you are
expected to complete all the readings. You are
strongly encouraged to bring copies of all
readings to class each day, as well as to take
notes as you read. Stay on top of the assigned
readings and any multimedia content. Read or
view them in pieces if you are pressed for time.
Do what works best for you to achieve high levels
of comprehension and engagement with the
course content.
NOTE: Students who complete all required course
readings will be positioned to do well in the course.
Students who do not complete all assigned
readings – for whatever reason – will not do well.
Do not take this course if you do not plan to
complete the assigned readings.
Course Description
WGS 401 is an upper-level intensive study of a
selected topic in Women's Studies. This seminar
can be repeated (on different topics) for up to 8
units. The topic for this quarter is Feminist & AntiRacist Perspectives on Sustainability and the
Environment.
This seminar explores the emergence, history,
theories, and practices of eco-feminism and the
environmental justice movements as subfields of
radical ecology, environmentalism, feminist
activism, and Women’s & Gender Studies. Course
materials focus on the intersections of gender,
race, the environment, and natural and technical
knowledge – with specific case studies on
Environmental & Climate Justice in New Orleans,
and the Politics of Food. The course highlights the
role critical perspectives from the humanities and
social sciences – as well as knowledge and
strategies developed in activist movements – can
play in efforts to create a more sustainable world.
Expected Learning Outcomes
Students will demonstrate:
1) substantial knowledge of primary and
secondary sources critical to the development
of eco-feminism and environmental justice
theories and movements in the United States
and
internationally,
as
well
as
an
understanding of how these theories and
movements relate to the field of Women’s &
Gender Studies;
2) an ability to define key concepts and terms in
eco-feminism and environmental justice
theories and movements, and to employ these
concepts and terms to conduct independent
analyses;
3) an understanding of the ways in which social,
cultural, political, and economic factors shape
historical and contemporary meanings of the
intersections of gender, race, the environment,
and natural and technical knowledge;
4) engagement with efforts that seek to create
social change related to social justice and the
environment; and,
5) the effective use of computer and web-based
skills in a liberal arts context with the
understanding that basic technical literacy is
required to meet the demands of today’s
university and professional settings.
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COURSE REQUIREMENTS
Midterm
15%
Final
15%
Online Response Papers (3) 15%
Self-Experiment Papers (2) 10%
Cohort Class Lead
10%
Working Thesis & Abstract
5%
Annotated Bibliography
5%
Research Paper
15%
Class Participation*
10%
Total
100%
Bb Bio/Homepage
+1%
2 Cultural Events
+2%
(extra credit possible)
(extra credit possible; 1 point per write-up)
* Pop Quizzes will count as part of your Class Participation grade
COMMUNICATION
blackboard: Blackboard (available via http://my.calpoly.edu) will be used as our primary course web
site. This site will house the course syllabus, schedule, electronic readings, and so forth. You will also
submit assignments through this site, access your grades, and participate in asynchronous online
dialogues. Make it a habit to regularly visit the Blackboard course site. All announcements will be
posted to this site. You are responsible for timely receipt of announcements.
email: You must have a Cal Poly User name for this course. This address is necessary to receive
course email and to log onto the electronic Blackboard system. If you wish to use AOL, Hotmail, Yahoo,
etc., as your primary email address instead of your Cal Poly email account to, log into
http://my.calpoly.edu and use the Personal Information channel to change your Email Delivery Address.
ADDITIONAL GUIDELINES
Make-Up & Extensions Policy
Participation grades will be adversely affected if students have more than two unexcused absence per
quarter. You will lose 1.5% points off your final grade for each additional unexcused absence.
Two excessive tardies (10 minutes or more) will count as one unexcused absence, as will missing the
2nd half of class following our short mid-class break. While there is no guarantee that missed class work
can be made-up or that extensions to assignment due dates will be provided, arrangements may be
made if extenuating circumstances are involved. Whenever possible, arrangements must be made prior
to the absence or assignment due date. Appropriate supporting documentation will be required in these
instances, such as a letter from the dean of your college or your academic advisor providing the details
of your extenuating circumstance. If you do not make arrangements prior to the due date, late
assignments – if accepted – will be penalized at the rate of 1 letter grade per day.
Grading Policies
The instructor’s goal is a 10-day turnaround for all grading. All grades will be posted to the online
gradebook, available on the Blackboard site via the My Grades link. The standard grading scale for this
course is:
A 93.3-100%
B+ 86.6-89.9%
C+ 76.6-79.9%
D+ 65.0-69.9%
A- 90.0-93.2%
B 83.3-86.5%
C 73.3-76.5%
D 60.0-64.0%
B- 80.0-83.2%
C- 70.0-73.2%
D- 55.0-59.9%
Exam grades may be curved. Exam curves will never disadvantage students.
From the date that any homework or exam grade is posted, you have one week to request a formal regrade. To request a regrade, please submit a list of concerns to the instructor by email and then make
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an appointment with the instructor.
Plagiarism & Cheating
Please remember that Cal Poly does not tolerate academic cheating or plagiarism in any form. Please
review the formal policy on cheating and plagiarism (including definitions, sanctions, and appeal
procedures) found in the Campus Administrative Manual, Section 684, available at:
http://www.academicprograms.calpoly.edu/academicpolicies/Cheating.htm. According to Cal Poly
policies, “Examples of plagiarism include, but are not limited to, the following: the submission of a work,
either in part or in whole, completed by another; failure to give credit for ideas, statements, facts or
conclusions which rightfully belong to another; failure to use quotation marks when quoting directly from
another, whether it be a paragraph, a sentence, or even a part thereof; close and lengthy
paraphrasing of another’s writing without credit or originality; use of another’s project or program
or part thereof without giving credit.”
Any evidence of academic dishonesty is taken very seriously. You must document all outside sources,
including web sites, using MLA or APA guidelines. Failure to do so constitutes a violation of Cal Poly
policy. Please note that cases of plagiarism will be dealt with as 'cheating' and that, according to Cal
Poly policies, "Cheating requires an ‘F’ course grade."
For additional clarification, please review the following online modules and then contact me if you have
any additional questions:
http://irc.uconn.edu/PlagiarismModule/intro_m.htm
http://www.umuc.edu/ugp/ewp_writingcenter/modules/plagiarism/
Religious Holidays
If any of our scheduled course meetings or due dates conflict with your observation of specific religious
holidays, please notify the instructor. She will help you find a fellow student to share notes with you, or
arrange to have the class recorded. An alternate assignment for the day(s) in question may also be
assigned. However, you must make arrangements prior to the holiday in question, or it will be counted
as an unexcused absence.
Writing Center
For assistance with your writing, you may wish to use the free services offered by Cal Poly’s University
Writing Lab. They can provide help as you review and revise your work, such as by offering writing tips,
grammar rules, stylistic suggestions, etc. Since your grade in this course is significantly based on
writing, the Writing Center can be a valuable resource. They are located at 10-130. For more
information, see: http://www.calpoly.edu/~wrtskils/writlab/.
Disability Accommodations
Reasonable accommodations are available for students who have a documented disability. Please
notify the instructor during the first week of class if accommodations are needed. To receive
accommodation, you must show the instructor a visa from the Disability Resource Center. For more
information, see: http://www.drc.calpoly.edu/. If you will need special assistance in the event of an oncampus emergency, please also alert the instructor.
ABOUT CLASS PARTICIPATION
Discussion and participation are critical components of this course. Much of the work in class involves
collaboration with fellow students; it is an active learning environment. You are expected to participate
in all class activities. I realize that some people are more vocal than others are; that does not matter
much in this class where participation means many things besides talking. The silent participant is often
the most active because listening is often more important than speaking. Courtney Cazden gives a
useful summary of the functions of discussion in her book Classroom Discourse (Heinemann, 1988):
1. Discussion acts as a catalyst: it forces us to confront alternative or contradictory ideas or
arguments. We either revise our ideas to take counter arguments into account, or we augment
our arguments to counter the objections that have been raised.
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2. Discussion is a particular kind of social event that provides us with ways of enacting
complementary roles, of participating in mutual guidance and support.
3. Discussion constitutes ideas and opinions. That is, we don't go into a classroom (or other
discussion setting) with fully formed and articulated ideas in our heads, waiting to shoot them
out of our mouths. Instead, we use talk and discussion as a way to clarify in our own minds what
we “think.” Discussion allows us to participate in “exploratory talk.”
You are expected to carefully read assigned readings before each class so that you can participate in
both small and large group discussions.
For our synchronous and asynchronous discussions to work, they must proceed in a fashion that allows
everyone to participate in a constructive manner where differences are respected and appreciated. Our
classroom needs to be open and hospitable to all members of the class. This does not happen
naturally. In previous courses, students have found the following pointers constructive:

On talking: While you do not need to talk all the time, you will need to actively participate in
large and small group discussions/activities.

On disagreement: Please, be comfortable disagreeing with the instructor and each other. Do
not assume that every question asked has a right answer.

On listening: You must actively listen and avoid dominating the conversation. There will be
times when you won’t get to say everything that you want! When this happens, consider putting
your thoughts into your discussion board ‘blog’ or participation journal.

On respect and civility: You must honor other speakers and the texts that you are dealing
with by treating them with respect and civility. Do not pigeon-hole other speakers by naming
(calling them “sexist,” “racists,” “conservatives,” “liberals,” emotional,” “relativist,” “politically
correct,” etc.). This will close off discussion. Be conscious of gender, racial, ethnic, and ESL
dynamics so that you can avoid the unconscious behavior that these may lead to – i.e.,
interrupting, ignoring or denigrating comments, asking challenging rather than supportive
questions, and general domination of the floor.

On authority: Avoid arguments from authority. Some of you will have read more than others on
our class topics; some of you may have extensive personal experience with some of the things
we discuss in class. Do not simply dismiss someone who is saying something that goes against
all of your experience or learning. Do draw on your experience when relevant, but explain,
illustrate, make an argument that is open to response by those who don’t share your expertise.

On confidentiality: One of the goals of this course is to create a trusting and open environment
where we may reflect upon personal life experiences – it is through this situation that the topics
that we cover will actually become relevant to the way that you understand yourself and the
world. Given the nature of the subject matter, it is quite plausible that course participants may
disclose personal information related to life situations. Therefore, it is expected and required
that course participants will not divulge the personal circumstances of others.
We will discuss these suggestions on the first day of class and establish any additional guidelines for
participation, which we will revisit throughout the quarter.
ABOUT ASSIGNMENTS
There is an in-class midterm and final exam in this course, as well as other scheduled assignments. .
Surprise or ‘pop’ in-class reading checks may occur throughout the quarter – the number of which will
increase if students are not completing the assigned readings in a timely and attentive manner. These
pop quizzes will count towards your participation grade. All readings and assignments build on previous
ones, and you are responsible for the cumulative information.
Because each class of students is unique – with unique interests, goals, and conversations – it is not
easy to anticipate how our session will develop. Therefore, the instructor reserves the right to redesign
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the syllabus and some of the assignments as we move along – just as you have the right to make
suggestions for readings and assignments, and, more generally, to shape our course of study.
In all cases, the instructor has designed assignments to allow you to show your ability to think critically
and to comprehend and apply course material. She will know that you really understand the analytical
frameworks we are exploring when you can apply them in interesting and creative ways to new
situations or questions.
You are expected to turn in work that has been PROOFREAD. In all cases in which you are asked to
post work online, first develop and save the work in a word processing program and then post it. Each
written assignment (unless otherwise noted) should follow standard grammatical and stylistic rules for
expository writing.
To complete assignments, you will need to use assigned readings, recommended readings, and
additional research. Recommended websites may be available online on the course Blackboard site –
use these to begin your additional research. The instructor is also happy to meet with you to discuss
how you can best develop and organize your research programs.
Your assignments will be judged based upon the following general criteria:
For the Grade of A:
In addition to meeting all the requirements for a B grade: Asks generative questions, i.e., questions that
do not have simple answers, but that point you in the direction of some sustained inquiry. The A
paper/project provides insightful synthesis of readings and class discussion, and goes beyond issues
raised in class.
For the Grade of B:
Shows clear comprehension of the readings, class discussion, and the assignment. The paper/project
is thoughtful, and reflective, written in a clear, comprehensible style without major grammatical or
spelling errors.
For the Grade of C:
Fails to show full comprehension of the readings, class discussion, and assignment. Limited in thought
and reflection. Is not entirely clear and comprehensible, may have major grammatical and spelling
errors.
For the Grade of D:
Almost entirely fails to comprehend the readings, class discussion, and assignment. Has very little
thought and reflection. Unclear and almost incomprehensible. Has major grammatical and spelling
errors.
For the Grade of F:
Entirely fails to comprehend the readings, class discussion, and assignment. Has no thought and
reflection. Entirely unclear and incomprehensible. Has major grammatical and spelling errors.
ASSIGNMENTS
Online Response Papers (3 x 5 points)
In addition to our twice-weekly meetings, course interactions will also occur via online response
papers. Online response papers are due in the appropriate Blackboard discussion board by class time
on T Apr 7, T Apr 21, and T May 26. These online response papers will allow for reflection on class
readings, presentations, and discussions and will allow for both the review and extension of class
materials in a collaborative learning environment.
In your online response papers, you are responding to reading materials assigned on due date of the
paper (e.g., your paper on T Apr 7 will react to and critically engage with materials assigned for the T
Apr 7 class). Each online response paper should be a minimum of 500 words, and include at least
two quotations from at least two different assigned readings (cite the author’s last name and the page
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number of the quotation for the assigned readings). In all cases, first develop your response in your
word processing program, save the file, and then copy your response into the discussion board.
Initially, the topic & content of your online dialogue paper will be at your discretion. However, the
instructor may choose to provide Guiding Questions if students are experiencing difficulty in this
assignment.
To complete the assignment, each student is also required to post two ‘critical replies’ to at least
two different classmates’ online response papers. As you respond to your classmates’ postings,
constructively challenge each other’s assumptions, and note any oversights. Each critical replies should
be a minimum of 75 words. Please respond to different classmates throughout the quarter. Critical
replies are due by class time on Th Apr 9, Th Apr 23, and Th May 28.
All students are strongly encouraged to review all online response papers prior to the next class
following the due date.
Experiment Papers (2 x 5 pts) – Due in Class; Submit Backup Copies Online in Blackboard
Experiment papers are due on T Apr 28 and T May 19. You will complete two of these weeklong selfexperiments as part of your course work. On the due dates, you will submit a record of your
experimentation as well as a minimum 500-word reflection on the process and outcome of your
experimentation. NOTE: If you are already participating in any of the practices listed below, try to do
experiments that are not part of your regular routine.
1. Where does my food come from? For one week, keep a record of all the food you eat, noting
the location in which the raw ingredients are grown and where your food is processed. How
many miles has your food traveled?
2. Eat Local: For one week, only eat foods that were grown and processed within 250 miles of
San Luis Obispo.
3. Buy Local: For one week, don’t buy anything except what you purchase at local farmer’s
markets.
4. What is in my food? (option one): For one week, keep a record of all the food you eat, making
a note of any ingredients that you cannot identify. Identify them. What are they?
5. What is in my food? (option two): For one week, keep a record of all the food you eat, making
a note of all the times you are eating extra hormones, additives, synthetic preservatives, nitrates
and/or MSG, etc..
6. Eat Chemical-Free (option one): For one week, only eat foods that have an organic or
pesticide-free label.
7. Eat Chemical-Free (option two): For one week, only eat foods that are free of extra hormones,
additives, synthetic preservatives, nitrates and MSG, etc.
8. What else am I consuming besides food? For one week, keep a record of the amount and
type of packaging you consume as part of your eating practices. This should also include paper
or plastic plates, plastic or paper bags, etc.
9. Eat Plastic-Free: For one week, only eat food that you can purchase without plastic, Styrofoam,
or other ‘disposable’ packaging. Make sure to bring your own bag to carry your food home!
10. Go Veg; If you are not already a vegetarian (honey, eggs & dairy products allowed), try it out for
a week. What happens?
11. Go Vegan; If you are not already vegan, try it out for a week. What happens?
12. Go Fair: For one week, only eat fair trade certified foods.
13. Go processed free: For one week, only eat foods that are not highly processed. See
http://www.whfoods.com/foodstoc.php for more information.
14. Go car free: If you do not already, go one week without using a car (whether as a passenger or
driver).
15. Contact the instructor to suggest additional experiments.
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Cohort Class Lead (10 points)
On the second day of class, students will sign-up for a cohort class lead. Your cohort will be
responsible for leading at least one hour of one class during the quarter. You are expected to
SYNTHESIZE assigned readings to identify main points and concepts in order to facilitate class
discussion. While you may find it useful to provide an overview of readings via a powerpoint
presentation or handout as part of your class lead, your primary job is to facilitate discussion and/or
other activities that engage your classmates and the readings. (You may also find it useful to
incorporate additional materials like videos, poems, or songs. You may also give pop quizzes if you
wish.)
NOTE: In many cases, assigned articles may have significant overlap. Focus on how articles intersect
with and differ from each other. If two authors make the exact same point, you do not need to cover it
in-depth twice. Note that it may appear to be easiest to divide up responsibilities for the class lead by
article, but this may not make the most sense for your topic area. As well, in some cases you may
wish to focus on a subset of articles as part of your class lead. You must address at least 70% of the
assigned articles for the day in your class lead. Please alert the instructor in advance if you will not be
discussing one or more of the assigned articles.
Components of class leads include:
 Article Responses: Post Main Points and Analysis at least 12 hours before class on the Class Lead
Discussion Board (minimum 500 words)
o Include at least one quotation from each assigned article
o Include at least 3 questions for class discussion – 2 about the day’s articles, 1 about how
the day’s articles relate to topics discussed in previous classes
o NOTE: If you are using a powerpoint presentation, you may upload this instead.
 During class, your cohort will introduce the articles and be responsible for facilitating at least 1 hour
of class activities/discussion.
 After your class lead, cohort members will be asked to complete self-evaluations.
 All students are required to read and prepare for each discussion, and actively participate in class
discussions.
 NOTE: Cohort Class Lead grades may not be posted until all class leads have been completed.
 NOTE: Each cohort must meet with the instructor for discussion and planning at least 2 days
prior to the class lead. If possible, each cohort member should be present for this meeting,
however, a minimum of half the cohort members must be present to proceed without
penalty. This meeting may take anywhere from 10-30 minutes depending on the state of
cohort preparation. You should come to the meeting with the instructor having already
identified the main themes of the class readings assigned for the day of your class lead.
Research Project
Your research project is due in two components. On T May 12, you will turn in a working thesis,
abstract, and 5-source annotated bibliography (10%). Your final research paper is due on Th Jun 4
(15%). You will be provided with additional assignment details the second week of class.
Midterm Examination (15%)
The mid-term will occur on T May 5. Questions may include short answer, id/definition questions, essay
questions, multiple choice, etc. Make-up exams will be given only in the case of dire circumstances
(assuming supporting documentation is provided).
Final Examination (15%)
Comprehensive exam designed to explore and integrate the quarter’s work. It will cover readings,
lectures, videos, and any guest speakers. Questions may include short answer, id/definition questions,
essay questions, multiple choice, etc., as well as a comprehensive essay.
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READING ASSIGNMENTS
Note: Unless otherwise indicated, you are expected to complete all the readings prior to class meeting
times. You are strongly encouraged to bring copies of all readings to class each day, as well as to
take notes as you read.
Module 1: Introduction to Frameworks – Ecofeminism & Environmental Justice
Week 1
Th Apr 2
Course Overview
Handout – Marge Piercy (1982), “The Long Death” (poem) in Reclaim the Earth
Handout – Ellen Bass (1989), “Tampons” (poem) in Healing the Wounds
Week 2
T Apr 7
Response
Paper #1 Due
Introduction to Environmentalisms and Ecofeminisms
Robert Brulle (2008), “The U.S. Environmental Movement” in 20 Lessons in
Environmental Sociology. (PDF – 13 p)
Carolyn Merchant (2008), “Introduction – Ecofeminism” (E, pp. 24-28)
Léonie Caldecott & Stephanie Leland (1983), Introduction to Reclaim the Earth
(PDF – 4 p)
Judith Plant (1989), Introduction to Healing the Wounds (PDF – 4 p)
Irene Diamond & Gloria Feman Orenstein (1990), Preface and Introduction to
Reweaving the World (PDF – 5 p)
Karen Warren (1991), Introduction to Hypatia Special Issue on Ecological
Feminism (PDF – 2 p)
Greta Gaard (1993), Preface and Introduction to Ecofeminism: Women, Animals,
Nature (PDF – 7 p)
Jullie Knutson (1995), ‘Ecofeminism: An Introductory Bibliography”
http://womenst.library.wisc.edu/bibliogs/ecofem.html
Noël Sturgeon (1997), “Ecofeminist Movements” (E, pp. 237-244)
Recommended: Françoise d’Eaubonne (1974), “The Time for Ecofeminism” (E,
pp. 201-212)
Recommended: Karen Warren (1993), “Introduction to Ecofeminism” (PDF – 10
p)
Th Apr 9
Response
Paper #1
Replies Due
Why Ecofeminism? Women, Nature, Science & Technology
Ynestra King (1983), “The Eco-feminist Imperative” in Reclaim the Earth (PDF –
6 p)
Unity Statement of the Women’s Pentagon Action, USA (1980 & 1981) (PDF – 4
p)
Ynestra King (1989), “The Ecology of Feminism and the Feminism of Ecology” in
Healing the Wounds (PDF – 10 p)
Mary Mellor (1992), “Towards a Feminist Green Socialism” (E, pp. 251-256)
Carolyn Merchant (2005), “Science and Worldviews” (PDF – 20 p)
Recommended: Murray Bookchin (1981), “The Concept of Social Ecology” (E,
pp. 177-186)
Recommended: Ynestra King (1990), “Healing the Wounds: Feminism, Ecology,
and the Nature/Culture Dualism” in Reweaving the World (PDF – 15 p)
Fri Apr
10
Early Bird Registration Due for Sustainability Convergence ($10)*
http://sustainabilitycoalition.org/index.php?page=register
* $15 registration after this date; apply for a fee waiver at website
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Week 3
T Apr 14
CLASS LEAD #1
Why Ecofeminism? The Politics of Women’s Health
Audra Lourde (1980). Introduction to the Cancer Journals (PDF – 9 p)
Marti Kheel (1989), “From Healing Herbs to Deadly Drugs: Western Medicine’s
War Against the Natural World” in Healing the Earth (PDF – 13 p)
Ms. (c.2000), “Breast Cancer: Is It the Environment?” (PDF – 4 p)
Toni Seager (2003). “Rachel Carson Died of Breast Cancer: The Coming of Age
of Feminist Environmentalism, Section – Public Health and Feminist
Environmentalism” (PDF, pp. 957-965)
Evans (2006), “State of the Evidence: Breast Cancer and the Environment” (PDF
– pp. 4-19)
Th Apr
16
Ecofeminism and Other Radical Ecology Movements – The Case of Deep
Ecology and Earth First!
Arne Naess (1973), “Deep Ecology” (E, pp. 143-147)
Bill Devall (1980), “The Deep Ecology Movement” (E, pp. 149-159)
Ariel Kay Sallah (1984), “The Ecofeminist Connection” (E, pp. 215-221)
Val Plumwood (1992), “Ecosocial Feminism as a General Theory of Oppression”
(E, pp. 223-233)
Noël Sturgeon (1997), “Ecofeminism and Earth First!” (PDF – 9 p)
Recommended: George Sessions (1991), “Ecocentrism and the Anthropocentric
Detour” (E, pp. 165-173)
Recommended: Joanna Macy (1992), “Toward a Healing of Self and World” (E,
pp. 331-337)
Recommended: Judy Bari (1992), “The Feminization of Earth First” (PDF – 7 p)
F Apr 17
Meet the Creator of A Question of Power (1986) [about protests at Diablo
Nuclear Power Plant] – David L. Brown – as well as nuclear power opposition
organizers & participants following a screening of the film
7 pm, SLO Public Library, $5 donation
Week 4
T Apr 21
Response
Paper #2 Due
Ecofeminism, Spirituality, and Native American Cultures
Charlene Spretnak (1986), “The Spiritual Dimension of Green Politics” (E, pp.
339-346)
Winona LaDuke (2005), “Recovering the Sacred” (E, pp. 355-361)
Starhawk (1989), “Feminist Earth-Based Spirituality and Ecofeminism” in Healing
the Wounds (PDF – 11 p)
Greta Gaard (1993), “Ecofeminism and Native American Cultures: Pushing the
Limits of Cultural Imperialism” in Ecofeminism: Women, Animals, Nature (PDF –
15 p)
Noël Sturgeon (1997). “The Nature of Race: Discourses of Racial Difference in
Ecofeminism” in Ecofeminism; Women, Culture, Nature (PDF – 13 p)
Recommended: Carolyn Merchant (2003), “Reinventing Eden” (E, pp. 320-324)
Th Apr
23
CLASS LEAD #2
Ecofeminism and Race: U.S. Women of Color and International
Development
Vandana Shiva (1988), “Development, Ecology, and Women” (E., pp. 293-300)
Andy Smith (1997), “Ecofeminism through an Anticolonial Framework” in
Ecofeminism: Women, Culture, Nature (PDF – 14 p)
Dorceta Taylor (1997), “Women of Color, Environmental Justice, and
Ecofeminism” [selections] in Ecofeminism: Women, Culture, Nature (PDF – 12 p)
Response
Paper #2
Replies Due
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Noël Sturgeon (1999), “Ecofeminist Appropriations and Transnational
Environmentalisms” (PDF – 13 p)
Recommended: Melissa Leach (2003), “‘Women as Natural Environmental
Carers: Earth Mother Myths and Other Ecofeminist Fables or How a Strategic
Notion Rose and Fell” (PDF – 15 p)
Apr 24 to
Apr 26
The California Student Sustainability Coalition Presents the largest student
organized Sustainability Convergence of the year at Cal Poly State University in
San Luis Obispo, CA.
Apr 25
SLO Mothers for Peace 40th Anniversary Celebration, 7:00pm, Oddfellows Hall,
520 Dana Street, San Luis Obispo
Week 5
T Apr 28
Experiment #1
Due
Theorizing Environmental Racism & Environmental Justice
Robert Bullard (1993), “Confronting Environmental Racism (E, pp. 265-274)
Luke Cole & Sheila Foster (2001), “The Environmental Justice Movement” (E,
pp. 277-288)
The First National People of Color Environmental Leadership Summit (1991),
“Principles of Environmental Justice” (E, pp. 407-409)
Dorceta Taylor (1997), “Women of Color, Environmental Justice, and
Ecofeminism” [selections] in Ecofeminism: Women, Culture, Nature (PDF – 12 p)
"Toxic Waste" Executive Summary (2007) (PDF – read pp. 4-13)
Greta Gaard (2001), “Women, Water, and Energy: An Ecofeminist Approach”
(PDF – 14 p)
Recommended: Peter Wenz (1988), “The Importance of Environmental Justice”
(E, pp. 259-264)
Recommended: Mark Dowie (2005), “Conservation Refugees” (E, pp. 301-307)
Th Apr
30
Exam Review & Conclusions to Module 1
Later that evening, you are required to attend this talk –
Sandra Harding, “Why Should We Value Indigenous Knowledge?”
6:00-7:30 pm, Philips Hall
Week 6
T May 5
Midterm
Module 2: Environmental & Climate Justice in New Orleans
A History of (Environmental) Injustice in Louisiana
Barbara Koeppel (1999), “Cancer Alley Louisiana” (PDF – 7 p)
Virginia R. Dominguez (2006), “Seeing and Not Seeing: Complicity in Surprise”
(HTML)
Dara Strolovitch; Dorian Warren; Paul Frymer (2006), “Katrina’s Political Roots
and Divisions: Race, Class, and Federalism in American Politics” (HTML)
Robert Bullard & Beverly Wright (2009), “Race, Place and the Environment in
Post-Katrina New Orleans” (RPEJ, pp. 19-43)
Th May 7
Week 7
T May 12
Working
Thesis,
Abstract &
Annotated
Bibliography
Due
Climate Justice & Katrina as Not a Natural Disaster
Hoerner & Robinson (2008), “A Climate of Change: African Americans, Global
Warming and a Just Climate Policy for the U.S.” (PDF – 57 p)
Stephen Jackson (2006), “Un/natural Disasters, Here and There” (HTML)
Neil Smith (2006), “There’s No Such Thing as a Natural Disaster” (HTML)
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Recommended: Robert Bullard, Glenn Johnson, Angel Torres (2009),
“Transportation Matters” (RPEJ, pp. 63-80)
Environmental Justice & Environmental Knowledge after Katrina
Scott Frickel (2006), “Our Toxic Gumbo: Recipe for a Politics of Environmental
Knowledge” (HTML)
Julie Sze (2006), “Toxic Soup Redux: Why Environmental Racism and
Environmental Justice Matter after Katrina” (HTML)
Mtangulizi Sanyika (2009), “Katrina and the Condition of Black New Orleans”
(RPEJ, pp. 87-110)
Rachel Godsil, Albert Huang, Gina Solomon (2009), “Contaminants in the Air
and Soil in New Orleans After the Flood” (RPEJ, pp. 115-136)
Earthea Nance (2009), “Making the Case for Community-Based Laboratories”
(RPEJ, pp. 153-164)
Recommened: Lisa Bates, Rebekah Green (2009), “Housing Recovery in the
Ninth Ward” (RPEJ, pp. 229-243)
Th May 14
Module 3: The Politics of Food
Week 8
T May 19
CLASS LEAD
#3
Experiment
#2 Due
The Green Revolution
Shiva (2000), “Introduction” (SH, pp. 1-4)
Shiva (2000), “The Hijacking of the Global Food Supply” (SH, pp. 5-20)
Shiva (2000), “Soy Imperialism and the Destruction of Local Food Cultures” (SH,
pp. 21-36)
Browse: http://www.scidev.net/en/agriculture-and-environment/gmcrops/features/
Recommended: Shiva (2000), “The Stolen Harvest Under the Sea” (SH, pp. 3756)
Recommended: Shiva (2000), “Mad Cows and Sacred Cows” (SH, pp. 57-78)
Th May 21
Week 9
T May 26
Feminism, Vegetarianism and the Treatment of Animals
Carol Adams (1991), “Ecofeminism and the Eating of Animals” (PDF – 16 p)
Interview with Carol Adams (1995), “Do Feminists Need to Liberate Animals,
Too?” (PDF – 5 p)
Greta Gaard (2002), “Vegetarian Ecofeminism” (PDF – 25 p)
Carol Adams (2008), “Terrorizing the Loved Pets of Women” (PDF – 3 p)
Gregory Dicum (2008), “Veg-o-Lution” (PDF – 3 p)
Recommended: Deane Curtin (1991), “Towards an Ecological Ethic of Care”
(PDF – 12 p)
Recommended: Greta Gaard (1993), “Living Interconnections with Animals and
Nature” (PDF –10 p)
Recommended: Carol Adams (1994), “Bringing Peace Home: A Feminist
Philosophical Perspective on the Abuse of Women, Children, and Animals” (PDF
– 17 p)
CLASS LEAD
#4
Response
Paper #3 Due
Genetic Engineering
Shiva (2000), “The Stolen Harvest of the Seed” (SH, pp. 79-94)
Shiva (2000), “Genetic Engineering and Food Security” (SH, pp. 95-116)
Shiva (2000), “Reclaiming Food Democracy” (SH, pp. 117-124)
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Th May 28
Response
Paper #3
Replies Due
Industrial Agriculture & Its Alternatives
Brian Halweil (2000), “Where Have All the Farmers Gone?’” (PDF – 18 p)
Brian Halweil (2002), “Homegrown: The Case for Local Food in a Global Market”
(PDF – 59 p)
An Interview with Wendell Berry (2000), “You Stay Local Too” (PDF – 5 p)
Recommended: Selections from Shiva (2008) Soil Not Oil
Recommended: Bill McKibben (2007), “Reversal of Fortune” (PDF – 13 p)
Week 10
T Jun 2
CLASS LEAD
#5
Big Organic
Michael Pollan (2001), “Behind the Organic-Industrial Complex” (PDF – 16 p)
Michael Pollan (2006), “Big Organic: Supermarket Pastoral” (PDF – 7 p)
Steve Shapin (2006), “Paradise Sold: What are you buying when you buy
organic?” (PDF – 6 p)
Jake Whitney (2007), “Organic Erosion – Will the term organic still mean
anything when it’s adopted whole hog by behemoths such as Wal-mart?” (PDF –
7 p)
Mark Bittman (2009). “Eating Food That’s Better for You – Whether or Not is it
Organic” (PDF – 3 p)
Th Jun 4
Research
Paper Due
Conclusions – Urban Farming & Other Possible Next Steps
Phoebe Connelly and Chelsea Ross (2007), “Farming the Concrete Jungle”
(PDF – 8 p)
Bill McKibben (2005), “A Grand Experiment” (PDF – 4 p)
Living on Earth Interview with Barbara Kingsolver (PDF – 6 p)
“Ten Reasons to Eat Local”
http://www.lifebeginsat30.com/elc/2006/04/10_reasons_to_e.html
“Ten Ways to Eat Local” http://www.pbs.org/now/shows/344/locavore.html
Browse: http://www.southcentralfarmers.com/
Browse: http://www.billmckibben.com/local-economies.html
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