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Current Issues in Environment and Society

:
Environmental Justice
Instructor: Trileigh Tucker, Ph.D.
EVST 480 ~~ Winter 2007
• ore Inter!isci"lin#r$
• Soci#l%science o"tion &or En'iron(ent#l Stu!ies (#)ors
• * cre!its
Meeting times: T Th 10-12:05 Office: Casey 408 (west wing)
Meeting location: Gaan! 111 "hone: 20#$2%#$#4%2
&e'(ie! te)t: none* ea!ings online
an! as han!o(ts
+mail: ti,seattle($e!(
Overview
This course integr#tes kno+le!ge o& scienti&ic "rinci"les #n! "rocesses +ith
le#rning #,out the e&&ects o& hu(#n inter#ctions +ith the n#tur#l en'iron(ent on
hu(#ns, "#rticul#rl$ (#rgin#li-e! "eo"le. .oth "ositi'e #n! neg#ti'e inter#ctions +ith
the n#tur#l +orl! ,ring u" /uestions o& )ustice. 0re so(e grou"s o& "eo"le un&#irl$
su,)ecte! to unhe#lth$ en'iron(ents1 0re so(e grou"s o& "eo"le #llo+e! (ore #ccess
to en'iron(ent#l ,ene&its th#n others1 Who ,ene&its &ro( #n! +ho "#$s &or '#rious
hu(#n #cti'ities th#t #&&ect the en'iron(ent1 We2ll e3#(ine situ#tions o& "otenti#l
en'iron(ent#l in)ustice using !i'erse !isci"lines such #s geolog$, geogr#"h$, #n!
sociolog$.
We +ill e3#(ine t+o c#se stu!ies in !e"th 4 h#'ing to !o +ith cli(#te ch#nge
#n! to3ic +#ste 4 #n! sur'e$ se'er#l others. Throughout the /u#rter, #s $ou g#in
so"histic#tion in #ssessing en'iron(ent#l )ustice, +e2ll return regul#rl$ to # loc#l c#se
stu!$ &ocuse! on South P#rk, in Se#ttle.
E#ch c#se stu!$ +ill inclu!e se'er#l co("onents:
• Scienti&ic "rinci"les #n! "rocesses go'erning the en'iron(ent#l setting o&
the c#se5
• 6ustice !i(ensions o& the situ#tion: #&&ecte! "o"ul#tions, !istri,ution o&
,ene&its #n! ,ur!ens, etc.5
• .oth long% #n! short%ter( re(e!ies &or in)ustice in this t$"e o& situ#tion.
To gi'e $ou the intellectu#l tools +ith +hich to e'#lu#te "ossi,le en'iron(ent#l
in)ustice #n! to !e'ise "otenti#l solutions, $ou2ll &re/uentl$ ,e co("leting e3ercises th#t
inclu!e ,#sic /u#ntit#ti'e #n#l$sis, (#" re#!ing, stu!ies o& en'iron(ent#l "rocesses,
#n! I ho"e #t le#st one &iel! tri".
Trileigh Tucker EVST 480 Winter 2007
Seattle University 1
Student learning objectives
7. 8n!erst#n! scienti&ic "rinci"les #n! "rocesses th#t #&&ect hu(#n inter#ctions +ith
the n#tur#l +orl!: #ir, +#ter, soil.
2. .e #,le to critic#ll$ #ssess cl#i(s o& en'iron(ent#l in)ustice through c#re&ul
e'#lu#tion o& e'i!ence, rigorous re#soning th#t is ,oth /u#ntit#ti'e #n! /u#lit#ti'e,
#n! !r#+ing thought&ul conclusions.
9. :ecogni-e the co("le3ities o& hu(#n inter#ctions +ith the n#tur#l +orl!, #n! their
i("lic#tions &or (#rgin#li-e! "eo"le.
4. Incor"or#te insights #n! e'#lu#ti'e #""ro#ches &ro( (ulti"le !isci"lines to
#!!ress en'iron(ent#l in)ustice.
*. .e #,le to #sk #""ro"ri#te /uestions o& "eo"le #n! org#ni-#tions in'ol'e! in
en'iron(ent#l%)ustice situ#tions.
;. .e #,le to un!erst#n! "otenti#l en'iron(ent#l%in)ustice situ#tions &ro( (ulti"le
'ie+"oints5 ,e #,le to +ork e&&ecti'el$ +ith "eo"le o& !i&&erent "ers"ecti'es in
#!!ressing en'iron(ent#l in)ustice.
7. .e #,le to !e'elo" +ork#,le solutions +hen en'iron(ent#l in)ustice is re'e#le!.
8. .e #,le to eng#ge +ith ,oth co("#ssion #n! intellect +ith stories o&
en'iron(ent#l )ustice #n! in)ustice.
Teaching approach
The cl#ssic (o!el o& # college cl#ss is one in +hich the "ro&essor lectures, #n!
stu!ents t#ke notes #n! #sk /uestions o& the "ro&essor. Stu!ies h#'e sho+n th#t &or
(ost stu!ents, this structure is one o& the le#st e&&ecti'e in ter(s o& enh#ncing stu!ents2
in&or(#tion retention, un!erst#n!ing o& "rocesses, #n! critic#l thinking #,out these. <It is,
ho+e'er, use&ul &or co((unic#ting su,st#nti#l #(ounts o& in&or(#tion.= >urther(ore,
this ?s#ge on the st#ge@ (o!el is "otenti#ll$ ini(ic#l to en'iron(ent#l )ustice +ork, +hich
is #i(e! #t gi'ing "eo"le the e("o+ering tools the$ nee! to g#in their o+n kno+le!ge,
to t#ke res"onsi,ilit$ &or their o+n e!uc#tion, #n! to !e'elo" their o+n go#ls #n!
"riorities &or #ction. Aour course +ill there&ore ,e ,#se! on $our t#king res"onsi,ilit$ &or
#n! thus #n #cti'e role in $our e!uc#tion5 $ou c#n e3"ect to ,e in'ol'e! in #n in!i'i!u#l
or grou" #cti'it$ #l(ost e'er$ cl#ss session.
0t the s#(e ti(e, #s so(eone +ith e3"erience in the en'iron(ent#l &iel!, I !o
h#'e # sense o& the skills #n! kno+le!ge th#t #re likel$ to ,e i("ort#nt to $ou in the
&uture, #n! i("ort#nt to un!erst#n!ing en'iron(ent#l )ustice no+. 0s "#rt o& ($
res"onsi,ilit$ to $ou #n! $our e!uc#tion, I2ll (#ke sure th#t $ou h#'e the o""ortunit$ to
g#in these skills #n! this kno+le!ge in our course, #n! to ,e e'#lu#te! #ccor!ingl$.
Trileigh Tucker EVST 480 Winter 2007
Seattle University 2
Student assignments
In #!!ition to c#re&ul re#!ing #n! thought&ul cl#ss "#rtici"#tion, se'er#l other
#ssign(ents in this course +ill hel" $ou to sh#r"en #n! !e(onstr#te $our #n#l$tic#l
skills #n! kno+le!ge o& en'iron(ent#l )ustice issues.
+)ecises
The go#l o& re#ching en'iron(ent#l )ustice re/uires "#ssion #n! co((it(ent.
These #re critic#l B ,ut the$ #re (uch less e&&ecti'e +ithout s"eci&ic #n#l$tic#l skills th#t
en#,le $ou to #ssess the critic#l &#ctors in "otenti#l en'iron(ent#l in)ustice, to !e'elo"
solutions, #n! to #rgue e&&ecti'el$ &or their i("le(ent#tion. Throughout the course I2ll
o&&er $ou o""ortunities to hone the "#rticul#r #n#l$tic#l skills th#t +ill hel" $ou #!!ress
en'iron(ent#l in)ustice: /u#ntit#ti'e #ssess(ent, (#" inter"ret#tion, #n! other &or(s o&
"ro,le(%sol'ing. These e3ercises, +hich (#$ either ,e con!ucte! in cl#ss or #ssigne!
#s ho(e+ork, #re e'#lu#te! se"#r#tel$ &ro( cl#ss "#rtici"#tion #n! together count 70C
o& $our &in#l gr#!e.
-othwest Climate .(stice /(mmit
0s luck +oul! h#'e it, the Sierr# Stu!ent o#lition <SS= is con'ening # region#l
cli(#te%ch#nge con&erence right here in Se#ttle #t the ,eginning o& our stu!ies o& cli(#te
ch#nge #n! glo,#l +#r(ing. This su((it, org#ni-e!, !esigne!, #n! con'ene! ,$
stu!ents, re"resents # terri&ic o""ortunit$ &or $ou to t#lk +ith cli(#te )ustice #cti'ists #n!
le#rn ho+ societ#l ch#nge c#n ,e (#!e.
The con&erence is >e,ru#r$ 2%4 <>ri%Sun= #n! $ou #re strongl$ encour#ge! to
"#rtici"#te. The En'iron(ent#l Stu!ies Progr#( +ill co'er $our registr#tion &ee. Ple#se
#rr#nge $our sche!ule in #!'#nce to en#,le $ou to "#rtici"#te in this su((it. Aour re"ort
<9%* "#ges, !ue >e, 8= on the con&erence counts &or *C o& $our &in#l course gr#!e. To
&ree u" course ti(e so th#t $ou c#n "#rtici"#te in this con&erence, +e +ill not (eet &or
our regul#r cl#ss session on Tues!#$, 6#n 90 <,ut note #!!ition#l in&o ,elo+D.= or
Thurs!#$, >e, 7.
To gi'e $ou the scienti&ic ,#ckgroun! to un!erst#n! cli(#te%ch#nge issues, $ou
#re res"onsi,le &or 'ie+ing the (o'ie ?0n Incon'enient Truth@ ,e&ore cl#ss resu(es on
Tues!#$, >e,ru#r$ ;. Aou (#$ #rr#nge to 'ie+ the (o'ie on $our o+n ti(e5 &or those
+ho +ish, ho+e'er, I +ill screen the 'i!eo !uring our regul#rl$ sche!ule! cl#ss ti(e on
Tues!#$, 6#n 90. Aou #re not re/uire! to #tten! cl#ss on 6#n 90, ho+e'er, #s long #s
$ou h#'e (#!e other #rr#nge(ents to 'ie+ the (o'ie.
I& $ou #re un#,le to "#rtici"#te in the Eorth+est li(#te 6ustice Su((it !ue to
"rior sche!ule constr#ints, $ou (ust noti&$ (e in the &irst +eek o& the /u#rter to ,e
e3cuse!. 0s #n #ltern#ti'e, $ou (#$ inter'ie+ &i'e loc#l le#!ers o& cli(#te%ch#nge
grou"s, #n! +rite # *%"#ge re"ort <!ue >e, 8= su((#ri-ing #n! s$nthesi-ing $our
inter'ie+s.
+n0ionmental 1(stice !e2ates
To hel" $ou &ull$ un!erst#n! the co("le3ities o& situ#tions in'ol'ing en'iron(ent#l
)ustice, $ou2ll "#rtici"#te in # series o& !e,#tes on E6 c#se stu!ies. Aou2ll +ork +ith #
te#( o& 9 others on # "#rticul#r c#se. E#ch te#( +ill ,e !i'i!e! into t+o si!es o& the
issue, so th#t t+o "eo"le #re #rguing e#ch si!e. >or inst#nce, the t+o si!es (#$ ,e
Trileigh Tucker EVST 480 Winter 2007
Seattle University 3
go'ern(ent regul#tors 's "ri'#te ,usinesso+ners5 loc#l citi-ens 's. # n#tion#l
en'iron(ent#l grou"5 #n! so &orth. Aour case topic (ust ,e !eci!e! ,$ Thurs!#$, >e,
7*5 $our grou" (#$ "ro"ose # c#se to (e ,$ Tues >e, 79, or #ltern#ti'el$ #cce"t # c#se
th#t I #ssign.
Aou h#'e t+o &ull +eeks in +hich to rese#rch #n! !e'elo" $our c#se c#re&ull$,
inclu!ing !et#ile! e'i!ence #n! strong #rgu(ent &or $our si!e, #n! "re"#re to "resent
$our c#se in # "ersu#si'e "resent#tion inclu!ing #n$ #""ro"ri#te 'isu#l #i!s or h#n!outs.
Aour #rgu(ent shoul! !e(onstr#te $our #,ilit$ to +ork +ith ,oth /u#ntit#ti'e #n!
/u#lit#ti'e #n#l$sis, #n! to #rgue e&&ecti'el$ ,#se! on e'i!ence #n! #n#l$sis. Aour grou"
shoul! #lso ,e "re"#ring $our c#se &iling st#te(ent.
Fn >e, 22, $ou2ll h#'e cl#ss ti(e to +ork +ith $our !e,#te "#rtners to "olish $our
#rgu(ents #n! &in#li-e $our case filing statement. This su((#r$, +hich (ust ,e
"oste! to our cl#ss e(#il list ,$ * "( on >ri!#$, >e,ru#r$ 29, is # one%"#ge su((#r$ o&
the situ#tion ,eing !e,#te!, +ith one ,ullet list &or e#ch si!e cont#ining its (#)or "oints.
.et+een this ti(e #n! Thurs, G#r 7, e'er$one +ill re#! #ll o& the &iling st#te(ents so th#t
e'er$one h#s #n i!e# o& +h#t situ#tions +ill ,e #!!resse! !uring the !e,#tes, #n! c#n
ser'e #s kno+le!ge#,le )urors.
During $our debate, the rest o& the cl#ss +ill ser'e #s # )ur$ #n! +ill !eci!e on #n
outco(e. We +ill s"en! one hour on e#ch !e,#te. E#ch te#( +ill h#'e 20 (inutes to
"resent its c#se using 'isu#l #i!s #n! or#l #rgu(ents, #n! then the ?)urors@ +ill h#'e 20
(inutes to !eci!e u"on # consensus 'er!ict on the c#se. Aour thought&ul "#rtici"#tion
#s # )uror counts #s 2*C o& $our E6 !e,#te gr#!e.
Hr#!ing &or E6 !e,#tes is #s &ollo+s:
#se &iling st#te(ent...................................2*C
De,#te "resent#tion....................................*0C
0cti'e )ur$ "#rtici"#tion...............................2*C
Case st(!y
Aour in%!e"th c#se stu!$ o& 8%70 "#ges gi'es $ou the ch#nce to !e(onstr#te $our
so"histic#tion in #ssessing # situ#tion or issue in'ol'ing en'iron(ent#l )ustice. Aou2ll
choose # /uestion or to"ic o& "erson#l interest to $ou, !escri,e the geogr#"h$, histor$,
#n! current st#tus o& the situ#tion, #ssess the /u#lit#ti'e #n! /u#ntit#ti'e e'i!ence,
#rgue on the ,#sis o& this e'i!ence &or or #g#inst # !esign#tion o& en'iron(ent#l
in)ustice, #n! then "ro"ose # solution or #""ro#ch to #!!ressing it #s #""ro"ri#te. Aou
(ust inclu!e # ,i,liogr#"h$ #n! #ll #""ro"ri#te cit#tions, #n! use illustr#tions to enh#nce
$our #rgu(ents.
Trileigh Tucker EVST 480 Winter 2007
Seattle University 4
Aour #n#l$sis +ill ,e !e'elo"e! in se'er#l st#ges, #s &ollo+s:
7. To"ic..............................................................*C..............!ue 6#n 78
2. Futline #n! ,i,liogr#"h$...............................7*C..............!ue >e, ;
9. o("lete !r#&t...............................................90C............!ue >e, 22
4. Pro)ect re'ie+ "#nels....................................7*C...................>e, 27
*. >in#l !r#&t, incl res"onse to "#nels...............9*C............!ue G#r 79
Aour co("lete !r#&t +ill ,e re'ie+e! ,$ # "#nel o& other cl#ss (e(,ers. This #cti'it$
ser'es t+o e!uc#tion#l "ur"oses th#t +ill ,oth strengthen $our o+n "#"er: $ou recei'e
the thought&ul co((ents o& kno+le!ge#,le re#!ers on $our o+n +ork, #n! $ou recei'e
the insights o& other +riters #s $ou re'ie+ their +ork. This !r#&t is not # ?rough !r#&t@: it is
# co("lete, "olishe! 'ersion o& $our c#se stu!$ #n! +ill ,e #ssesse! #s such.
Aour "#"er +ill ,e #non$(ous #s it is ,eing re'ie+e!, #n! $our res"onse #s #
re'ie+er +ill #lso ,e #non$(ous. Aou shoul! ,ring * co"ies o& $our co("lete !r#&t to
cl#ss on >e,ru#r$ 20: 4 +ith # "erson#l co!e on the( #n! one +ith ,oth $our "erson#l
co!e #n! $our n#(e, +hich I +ill kee". Aou (ust #lso su,(it #n electronic co"$ to (e
on >e, 20, #s # GS Wor! #tt#ch(ent to #n e(#il. I +ill !istri,ute the co"ies in cl#ss on
>e, 22.
During the +eek ,et+een >e, 20 #n! the &ollo+ing Tues!#$ >e, 27, $ou shoul! re#!
$our &our !r#&t "#"ers #n! criti/ue the(. Aour res"onse to the #non$(ous #uthor shoul!
inclu!e ,oth (#rkings on the "#"er itsel& #n! # t$"e! su((#r$ <no (ore th#n one "#ge=
re'ie+ inclu!ing "ri(#r$ strengths o& the "#"er, "ri(#r$ +e#knesses #n! s"eci&ic
suggestions &or i("ro'e(ents. The tone o& $our criti/ue shoul! ,e "ositi'e: highlight the
+riter2s strong "oints #n! sho+ +#$s in +hich the #uthor c#n hel" her or his o+n &in#l
"ro!uct to (ore e&&ecti'el$ co((unic#te his or her (#in "oints. Aour su((#r$ #n!
(#rkings shoul! inclu!e # "erson#l co!e, #n! $ou shoul! ,ring #n e3tr# co"$ o& $our
t$"e! su((#r$ +ith ,oth $our n#(e #n! co!e &or (e to kee".
During cl#ss on >e, 27, $ou +ill (eet +ith # re'ie+ "#nel o& "eo"le +ho h#'e re#!
the s#(e &our "#"ers, #n! !iscuss the "#"ers. G#ke sure to ,ring $our +ritten su((#r$
#n! (#rke!%u" !r#&t to this (eeting. Aour "#nel +ill h#'e one hour to "re"#re # +ritten
e'#lu#ti'e su((#r$ &or e#ch #uthor, inclu!ing (#in "oints on +hich $ou #gree. Aour
"#rtici"#tion in this "#nel, inclu!ing $our in!i'i!u#l !r#&t (#rkings #n! re'ie+ su((#r$,
is +orth 7*C o& $our &in#l "ro)ect gr#!e.
Fnce $ou recei'e $our re'ie+ co((ents, $ou shoul! re'ise $our "#"er #ccor!ingl$.
Aou #re not re/uire! to #cce"t e#ch co((ent, ,ut shoul! res"on! thought&ull$. Aour &in#l
re'ise! "#"er is !ue on our &in#l e3#( !#te, Tues!#$, G#rch 79, #n! (ust inclu!e the
&ollo+ing co("onents.
• o("lete &in#l 'ersion
• 0ll re'ie+ers2 (#teri#ls: (#rke!%u" co"ies o& !r#&t #n! t$"e! su((#ries
• P#nel2s e'#lu#ti'e su((#r$
• St#te(ent !escri,ing ho+ $ou res"on!e! to re'ie+ers2 co((ents
Trileigh Tucker EVST 480 Winter 2007
Seattle University 5
Tests
There +ill ,e t+o ess#$ tests !uring the /u#rter, one #&ter e#ch o& our in%!e"th
c#se stu!ies. The tests +ill inclu!e so(e short%#ns+er #n! so(e (ore length$
/uestions. We +ill h#'e no &in#l e3#( in this cl#ss.
olicy on missed and late assignments
Fne <onl$= (#keu" test +ill ,e #llo+e! +ith # !ocu(ente! e3cuse &ro( #
"h$sici#n, +hich (ust ,e !eli'ere! to (e +ithin 48 hours o& the (isse! test. The
(#keu" test +ill ,e gi'en onl$ !uring the &in#l e3#( "erio!, #t # ti(e o& ($ choosing,
#n! +ill inclu!e ,oth or#l #n! +ritten /uestions. 0 secon! (isse! test +ill recei'e # -ero.
Aou (#$ (iss one cl#ss !#$ +ithout "en#lt$, #s long #s $ou h#'e no "resent#tion
or other res"onsi,ilit$ sche!ule! on th#t !#$. Fther (isse! cl#sses or in%cl#ss
#ssign(ents +ill result in # -ero. Eo (#keu"s +ill ,e gi'en &or these.
I#te in!i'i!u#l +ritten #ssign(ents, other th#n $our !r#&t "#"er, +ill ,e "en#li-e!
,$ one &ull gr#!e "er !#$ l#te. I#te grou" #ssign(ents #n! $our !r#&t "#"er, ,ec#use
se'er#l other cl#ss (e(,ers2 +ork !e"en!s on their ti(el$ su,(ission, +ill ,e "en#li-e!
,$ t+o &ull gr#!es "er !#$ l#te.
!cademic honesty
The &ollo+ing st#te(ents #re &ro( Se#ttle 8ni'ersit$2s o&&ici#l 0c#!e(ic Jonest$
Polic$. I& $ou #re not &ull$ &#(ili#r +ith this "olic$, "le#se re'ie+ it #t
+++.se#ttleu.e!uKregistr#rK"#ge.#s"31IDL87.
?Se#ttle 8ni'ersit$ is co((itte! to the "rinci"le th#t #c#!e(ic honest$ #n! integrit$
#re i("ort#nt '#lues in the e!uc#tion#l "rocess. 0c#!e(ic !ishonest$ in #n$ &or( is #
serious o&&ense #g#inst the #c#!e(ic co((unit$. 0cts o& #c#!e(ic !ishonest$ +ill ,e
#!!resse! #ccor!ing to the 0c#!e(ic Jonest$ Polic$. D Without reg#r! to (oti'e,
stu!ent con!uct th#t is #c#!e(ic#ll$ !ishonest, e'i!ences l#ck o& #c#!e(ic integrit$ or
trust+orthiness, or un&#irl$ i("inges u"on the rights #n! "ri'ileges o& others is
"rohi,ite!.@
I t#ke 'iol#tions o& #c#!e(ic honest$ 'er$ seriousl$. I& I !isco'er th#t $ou h#'e
co((itte! "l#gi#ris( or other &or(s o& che#ting, $ou #re likel$ to &#il the #ssign(ent #n!
(#$ &#il the course. I +ill re#! $our +riting 'er$ c#re&ull$ &or "l#gi#ris( B #n! ,e #+#re
th#t "l#gi#ris( is no (ore #cce"t#,le in # !r#&t "#"er th#n in # &in#l one.
Gisun!erst#n!ing o& +h#t "l#gi#ris( is !oes not e3cuse the 'iol#tion, so (#ke sure th#t
$ou un!erst#n! #ll the "otenti#l &or(s o& "l#gi#ris(. I& $ou &eel uncle#r #,out the
sti"ul#tions &or #n$ s"eci&ic #ssign(ent, it is $our res"onsi,ilit$ to check +ith (e to #'oi!
#c#!e(ic !ishonest$.
"isability policy
The &ollo+ing st#te(ent is &ro( the Stu!ent 0c#!e(ic Ser'ices o&&ice reg#r!ing
!is#,ilities #cco((o!#tion #n! is reco((en!e! &or incor"or#tion into s$ll#,i.
MI& $ou h#'e, or think $ou (#$ h#'e, # !is#,ilit$ <inclu!ing #n Nin'isi,le !is#,ilit$N
such #s # le#rning !is#,ilit$, # chronic he#lth "ro,le(, or # (ent#l he#lth con!ition= th#t
inter&eres +ith $our "er&or(#nce #s # stu!ent in this cl#ss, $ou #re encour#ge! to
#rr#nge su""ort ser'ices #n!Kor #cco((o!#tions through Dis#,ilities Ser'ices st#&& in
Trileigh Tucker EVST 480 Winter 2007
Seattle University #
the Ie#rning enter, Io$ol# 700, <20;= 2O;%*740. Dis#,ilit$%,#se! #!)ust(ents to course
e3"ect#tions c#n ,e #rr#nge! onl$ through this "rocess.M
#rading:
Ess#$ test 7..........................................................................20
Ess#$ test 2..........................................................................20
E6 !e,#te.............................................................................20
#se stu!$...........................................................................7*
l#ss "#rtici"#tion................................................................70
E3ercises..............................................................................70
li(#te )ustice su((it "#rtici"#tion #n! re"ort ..................... *
Tot#l....................................................................................700
Trileigh Tucker EVST 480 Winter 2007
Seattle University 4
Environmental Justice $E%ST &'()
Tentative Schedule
/che!(le an! ea!ing assignments ae s(21ect to change
*ee+ Topic ,eading:
to be done before class this day
-aterials due
6#n 4 Th Jistor$ #n! current stories:
ritic#l /uestions
6#n O T De&initions o&
en'iron(ent#l )ustice
0""ro#ches #n! #n#l$sis
>or to!#$, re#!:
P .ull#r!, ". 7%9;
P Peo"le o& olor !e&inition o& E6
P EP0 !e&inition o& E6
P Gconnell #n! 0,el5 !o
e3ercises 77%7;
6#n 77
Th
Case Study .: To/ic
chemicals and
to/ic waste
>or to!#$, re#!:
P J#(ilton, ". 707%778, 727%792
P Sch+#rt-, ch. 7 thr 7.95 ch. 8 incl.
E3ercises
6#n 7; T >or to!#$, re#!:
+++."ollutionin"eo"le.orgKresults
PE#ston #n! Hol!&#r,, ". *8%7*
PWright, ". 87%707
6#n 78
Th
>or to!#$:
P W#ll#ce, ". 7;7%7O2.
P J#rr, T.D
roject topic due
6#n 29 T Essay test 1
6#n 2*
Th
Case Study 0: #lobal
warming
>or to!#$: re#!
P E#ston #n! Hol!&#r,,". 292%2**
P 6ohnson, ". 987%9875 98O%9O8
6#n 90 T FPTIFE0I VIEWIEH
SESSIFE: ?E#rth in the
.#l#nce@ 'i!eo
(&eseach time fo
5o1ect o(tline an!
2i2lioga5hy)
>e, 7 Th EF I0SS TFD0A %
EF:TJWEST
IIG0TE 68STIE
S8GGIT >e, 2%4
(&eseach time fo
5o1ect o(tline an!
2i2lioga5hy)
>e, ; T >or to!#$, re#!:
P J#n!outs !istri,ute! in cl#ss
roject outline1bib
due
>e, 8 Th Climate Summit
report due today
>e, 79 T Essay test 2 <De,#te grou"s (#$
no(in#te to"ic
to!#$=
>e, 7*
Th
Other dimensions of
environmental
justice
>or to!#$, re#!:
P J#n!outs !istri,ute! in cl#ss
To"ic #ssigne! to
!e,#te grou"s
>e, 20 T 6ealth an! +. >or to!#$, re#!:
P J#n!outs !istri,ute! in cl#ss
"raft papers due
>e, 22
Th
6ealth an! +.
>e, 27 T "o1ect e0iew 5anels (1 h)
7e2ate 5e5 time (1 h)
>or to!#$: re#! 4 "#"ers, co((ent #roup case filing
due 2 pm
Trileigh Tucker EVST 480 Winter 2007
Seattle University 8
G#r 7 Th E6 !e,#tes >or to!#$: re#! &iling su((#ries o&
2 !e,#tes
G#r ; T E6 !e,#tes >or to!#$: re#! &iling su((#ries o&
2 !e,#tes
G#r 8 Th Discussion #n! s$nthesis
G#r 79 T Final paper due, noon 3inal paper due4
noon
:e#!ings:
.ull#r!, :o,ert, 200*. The Quest &or En'iron(ent#l 6ustice: Ju(#n :ights #n! the
Politics o& Pollution.
% ". 7%9;
% h. 4, Ii'ing #n! D$ing in Iouisi#n#2s #ncer 0lle$, ,$ .e'erl$ Wright
Gconnell #n! 0,el, #,out 7OO8. En'iron(ent#l Issues: Ge#suring, 0n#l$-ing, #n!
E'#lu#ting Rnot sure +hich e!itionS.
E#ston #n! Hol!&#r,, 2004. T#king Si!es: l#shing Vie+s on En'iron(ent#l Issues,
GcHr#+%Jill
6ohnson, 6une, 200;. Hlo,#l Issues, Ioc#l 0rgu(ents, Iong(#n Pu,lishers.
J#rr, 6on#th#n. 0 i'il 0ction R+e !i! not en! u" using this, ,ec#use o& ti(e constr#intsS
Trileigh Tucker EVST 480 Winter 2007
Seattle University %