GEOG 272 GEOGRAPHIES OF ENVIRONMENTAL JUSTICE

Autumn 2024 Syllabus

CONTACT INFORMATION

Lecturer: Blake L. Mayberry, PhD.

Graduate Teaching Assistant: Anna Fernandez

Office: 303A

Office Hours: 1:00PM-2:00PM Monday & Wednesday, or by appointment

Phone: 206-543-5843 [office] 303-524-2323 [mobile]

Email: mayberrb@uw.edu

COURSE MEETING DATES AND TIMES

Start and End Dates: 09/25/2024 – 12/10/2024

Lectures: Monday and Wednesday, 2:30PM – 4:20PM

Location: Thomson Hall 101

Discussion AD (16127): Friday, 12:30PM – 1:20PM

Discussion AE(16128): Friday, 1:30PM – 2:20PM

Discussion AF (16129): Friday, 2:30PM – 3:20PM

Location: All discussion sections meet in Smith Hall 415C

*Check your course schedule for your section number

COURSE DESCRIPTION

Racism takes numerous, insidious forms, some easier than others to identify: statues of slave owners, heads of dead presidents carved into sacred mountains, purposefully mispronouncing someone’s name...single-family zoning laws? What are the geographic, or spatial, manifestations of racism? How is racism embedded in everyday landscapes that we live, work, and play in? How can we 1) identify racist land use policy and its legacy of impacts on communities of color, and 2) repair harms and reduce hazards caused by centuries of racist policies? This course addresses these questions, and more. Environmental Justice refers to a political movement, a legal concept enshrined in federal law, and a philosophical outlook that seeks to ensure all people, regardless of race, ethnicity, or national origin, live in environments free from natural hazards, exposure to harmful pollutants, and with access to clean, air, water, food, recreation, education and healthcare. This course examines the origins of Environmental Racism – the spatial manifestations of laws, policies, and cultures which systematically oppress and exploit underrepresented groups – from colonialism and race-based slave economies to the creation of reservations for Native Americans, and redlining American ghettos in the 20^th century; it examines the history of the Environmental Justice movement in the United States, considers the present moment in the movement through detailed case studies in the news right now, and it ponders the future of environmental justice as the goals, definitions, and geographic scope of the movement broadens to include global notions of environmental equity, climate justice, and more-than-human-rights. Students will learn about the history and concepts associated with environmental justice through engaging lectures, gain skills and experience producing their own environmental justice reports through assignments and projects, and spend time processing with their peers through guided small-group discussions. This course also presents opportunities for students to get involved, and earn credit for activism and volunteering with organizations fighting for Environmental Justice in Seattle, Washington, and Beyond.

Credit hours: 5

COURSE STRUCTURE AND ACCESS

This course is taught in a traditional classroom-based format. However, much of the content, curriculum, and communication will occur on our course management system, Canvas. You will use your UW NetID to login to the course from https://canvas.uw.edu/ Recorded lectures will be available through our course website, as well as the ability to livestream lectures. Assignments will be provided to you via the course website, where you will also turn in completed work and be able to view your grades and feedback. If you are new to Canvas, you can get technical support or complete an orientation at: https://itconnect.uw.edu/tools-services-support/teaching-learning/canvas/canvas-help-for-students/

TECHNOLOGY REQUIREMENTS

This course requires students to use a variety of web-based geospatial tools and software. Instruction in the use of these methods is part of the learning requirements for this course, so if you are unfamiliar with programs like Google Earth, you will receive guidance on how to do so. But it is important that you have access to technology that allows you to make full use of the software and programs we will utilize for assignments. Access to a personal laptop or computer is ideal. Campus computer labs are also great places to complete assignments and projects for this course. Please consult with your instructor if you have concerns accessing technology.

REQUIRED TEXTBOOK/COURSE MATERIALS

All materials (readings and assignments) will be provided by the instructor via Canvas. There is no textbook.

COURSE PREREQUISITE/CO-REQUISITES

None!

COURSE LEARNING OUTCOMES

The following Course Learning Outcomes are intended to give students a clear guide for what they can expect to learn, and what standards they will be assessed on. Your final grade will be determined by your mastery of these ten expectations of your learning:

1. Define Environmental Justice (EJ).

2. Explain the origins of the EJ movement, including key figures, events, laws, and policies.

3. Discuss EJ’s relationship to mainstream environmentalism.

4. Describe how land use policies concentrate negative externalities (pollution, hazards, etc.) in communities of color, and accumulate positive externalities (parks, hospitals, schools, etc.) in white communities, by providing specific historical and geographical examples.

5. Explain how environmental hazards, pollution, or inequitable access to resources, services, and amenities produce disproportionate impacts for communities of color.

6. Discuss contemporary case studies in the struggle for environmental justice, providing details and background information.

7. Interpret spatial and demographic data presented on maps related to presence of minority populations, environmental hazards, or pollution sources.

8. Create environmental justice reports, using charts, maps, and data visualizations.

9. Explain the link between poverty and race, and why environmental justice is not simply economic.

10. Define Climate Justice and its relationship to Environmental Justice.

    *Additional/alternative Course Learning Outcomes can be added in consultation with the instructor.

Attendance and Due dates

Attendance is vital for student success at all levels of academia, in any course. There is a ton of research to back that up. There’s also lots of research saying I shouldn’t eat so much sugar, and I keep doing it anyway. Research sometimes isn’t compelling in the face of habit or distraction, or anxiety...all reasons I mindlessly eat junk food, and skipped class back in the day. So maybe there is a more compelling argument for why you should attend class: I rely upon your participation and feedback, as an educator, not just to assess your learning, but to create an environment conducive to everyone’s learning. In a social setting such as this, we all give off signals (vibes, in the parlance of our times), and when we find ourselves in positive social settings, like a really chill party or an amazing concert or even a low-key gathering with friends and family, we look around and find ourselves surrounded by people giving off signals of commitment, respect, engagement, and empathy. When I’ve had really great college classes, whether as a student or a teacher, it was because I found myself surrounded by colleagues, students, and professors who brought that ethic and that energy. In every instance, people were committed to our goal, we respected each other, we were engaged with the shared vision, and there was empathy for all involved. I teach classes like that all the time. If that sounds like the vibe you want, then come to class everyday, or as much as you can, and help us build it. This is a really long way of saying: there are points for attendance, but you’ll want to be there.

There are no point deductions for late assignments. If you do the work, I will give you credit. Simple. I care about your workload, and have provided you with a series of “due dates” on the Course Outline in this syllabus, as well as on Canvas, where you will turn in your assignments and receive feedback. Adhering to these due dates will ensure that you are pacing the workload from this class appropriately and don’t leave too much work for yourself at the end. That being said: shit happens. Expect it. I allow you the flexibility to work when you are able, when it works best for you, and in the face of adversity. You won’t be punished for things that are outside of your control. On top of that, we all work at different paces and work best with different motivating factors: Are you driven by due dates and work best under pressure? Or maybe stress of deadlines shuts you down, so you front load tasks and pace work so you don’t end up overloaded. Do you get to the airport 2 hours before your flight, or are you running through the terminal? These aren’t good or bad, they are just two sides to a coin, and some of us prefer or are wired to be one way or the other – stop beating yourself up for it, and embrace it! In this class, you can be do what works best for you, and have the space to account for the times when you can’t be your best.

The last day of the quarter is the last day to turn in any missing assignments. This is the only thing I do have to be draconian about. That is just because all good things must come to an end, and the University has established a final date for the Autumn Quarter, and a time frame within which I must provide final grades to the college. But finality is part of what makes experience so sweet. So on the Course Outline, this will not be “Final Day” but “Liberation Day.” And the more you adhere to the due dates, the more liberated you will feel!

Criteria for Grading / grading standards / assessment modules

This course is ungraded. That doesn’t mean you won’t receive a grade. What it means is that you will determine your own grade, in consultation with your instructor, through a critical self-assessment, based on the Course Learning Outcomes. You will do projects, engage in discussions, but you won’t receive points or letter grades on each assessment. Instead, you will receive detailed feedback on the work you’ve done. Students will also have the freedom to assess themselves based on additional learning outcomes they set for themselves through consultation with the instructor, as well as the flexibility to design alternative assessments in lieu of the standard curriculum.

Students will use the following rubric to self-assess their grade for projects:

Project Rubric	0	1	2	3	4
Completion	No work completed.	You tried. You turned something in.	Mostly complete, but missing some aspects of the project, a missing answer or missed step in a process here and there	Completed all aspects of the project, answering all question prompts and demonstrating thoroughness in each individual task in the project.	Sought out additional resources, applied the project to another aspect of your life, spoke about the project or the ideas with another person, shared it with someone online.
Fluency	No fluency.	You can at least define Environmental Justice.	You get the basic ideas, but some of the deeper stuff is hard. Maybe struggle with one aspect more than others, like geospatial data or philosophical stuff.	You could take a higher level course in Environmental Justice, Climate Change, or Demographics, and not be totally lost. You can articulate why EJ is not just about income and poverty, but is a racial issue.	Not only can you effectively communicate the ideas and concepts in this class, but you make a habit of it, incorporating the discourse of the Environmental Justice movement into your conversations and interactions with others.

Students will use the following rubric to self-assess their grade following each discussion period:

Discussion Rubric	0	1	2	3	4
Engagement	No engagement.	You at least went to discussion, but maybe just sat there.	You attended discussion, and shared one thing, or asked at least one question, and gave nonverbal feedback to your peers.	Your peers might even know your name. You ask questions, you provide positive feedback to your peers, and help move discussions along with your contributions.	You might as well be teaching this class! You are excited to go to class, attend discussions all the time, and leave class feeling inspired and passionate about Environmental Justice.

Students will then complete a final self-assessment based on the ten learning outcomes:

Final CLO Self-Assessment Rubric	0	1	2	3	4
CLO #1: Define Environmental Justice
CLO #2: Explain the origins of the environmental justice movement, including key figures, events, and policies.
CLO #3: Discuss environmental justice’s relationship to mainstream environmentalism.
CLO #4: Describe how land use policies concentrate negative externalities (pollution, hazards, etc.) in communities of color, and accumulate positive externalities (parks, hospitals, schools, etc.) in white communities, by providing specific historical and geographical examples.
CLO #5: Explain how environmental hazards, pollution, or inequitable access to resources, services, or amenities produce disproportionate impacts for communities of color.
CLO #6: Discuss contemporary case studies in the struggle for environmental justice, providing details and background information.
CLO #7: Interpret spatial and demographic data presented on maps related to presence of minority populations, environmental hazards, or pollution sources.
CLO #8: Create environmental justice reports, charts, maps, and data visualizations.
CLO #9: Explain the link between poverty and race, and why environmental justice is not simply and economic issue.
CLO #10: Define Climate Justice and its relationship to Environmental Justice.

Self-Assessment Rubrics will be available via the course website, linked to the gradebook, and you will be prompted to complete the self-assessment following each discussion and after turning in each project. Failure to complete self-assessments will result in your instructor assigning you a grade based on the rubric.

Projects: Students will complete four projects during the course. Projects require students to work independently, outside of lecture and discussion, on a variety of tasks, including the use of web-based geospatial map viewers, and various websites displaying environmental and demographic data. Some will require you to produce your own maps, charts, and data reports, while others will require you to get out into the real world and make observations about environmental justice where you live. We will also generative artificial intelligence (AI) in a project to help us produce content to edit Wikipedia pages related to environmental justice case studies. Projects are to be turned in via Canvas. Independent work and submissions are expected, but collaboration and teamwork are a vital part of any scholarly pursuit, so I encourage you to reach out to your classmates to work on projects. Alternative or modified projects may be developed by a student in conjunction with the instructor.

Discussions: Each week there is a discussion where you will process all of the information you received through lectures and readings with your peers. You will have a chance to ask questions, provide your own thoughts, and seek guidance on your projects.

Final Exam: A final exam will be administered at the conclusion of the semester, and will cover all material from the course. The exam will consist primarily of essay questions students will develop, in consultation with the instructor, during the final exam review session. The final exam will be graded by your instructor, and is the only portion of your grade in which you will not have a role in self-assessment. You will, however, have a role in crafting the exam, and be given the questions in advance to prepare.

Credit for Volunteering and Activism/Alternative Curriculum Plans: Any student in this course may propose alternative curriculum options that deviate from or compliment the curriculum provided by the instructor. This includes independent alternative projects designed by the student, credit for volunteering or activism with organizations working on EJ, and self-assessment based on alternative learning outcomes the student determines in consultation with the instructor.

Rubric-Based Point Breakdown for the Course:

Discussions = 40 points (4 points available per session x 10 sessions)

Projects = 32 points (8 points available per project x 4 projects)

Final CLO Self-Assessment = 40 points

Final Exam = 38 points

Total = 150 points

Grading Scale:

A= 120-150 points

B = 90-119 points

C = 60-89 points

D = 30-59 points

F = 0-29 points

ACADEMIC INTEGRITY STATEMENT / ACADEMIC DISHONESTY

The University takes academic integrity very seriously. Behaving with integrity is part of our responsibility to our shared learning community. If you’re uncertain about if something is academic misconduct, ask me. I am willing to discuss questions you might have.

Acts of academic misconduct may include but are not limited to:

• Cheating (working collaboratively on quizzes/exams and discussion submissions, sharing answers, and previewing quizzes/exams)

• Plagiarism (representing the work of others as your own without giving appropriate credit to the original author(s)

• Unauthorized collaboration (working with each other on assignments)

Concerns about these or other behaviors prohibited by the Student Conduct Code will be referred for investigation and adjudication by (include information for specific campus office).

Students found to have engaged in academic misconduct may receive a zero on the assignment (or other possible outcome).

Okay, that’s the University’s required language on that. But here is my take: 99% of students who violate academic integrity (AKA cheat) are doing so because they are trying to meet a deadline. Deadlines can be consequential, for some of you, meeting deadlines can mean the difference between having a scholarship next semester or not. I’ve had students and colleagues in academia who have lost their visa because of grade point average issues! For a metric which has not real value, and doesn’t really tell me how much content you’ve learned, that’s a ton of weight! So, I’ve found, that by eliminating due dates and penalties for late work and/or attendance, I have almost entirely eliminated cheating. None of my colleagues believe me. But I have the plagiarism detection reports to back it up! (Yes, I do use that, so if you try to cheat, I will find out; and yes, it can detect AI generated content, in case you were wondering) I also design assignments that are difficult to forge. So, you can try, but cheating in my course is just going to make a lot more work for you than actually doing the assignments (I’ve also found that by creating my own assessments/projects and constantly updating them for current events and/or new research, I’ve eliminated another vector for cheating – finding students who have taken my class before and buying their work online; good luck with that! My content in this course is completely unique, created just for you this semester, so you will not find people who have done it before). Also, there is at least one project where I will specifically direct you to use AI to produce content. AND, we are gonna put that AI generated content up on the web! Cheating in my class is just really hard. Doing the actual work is the easy part. And some of that is gonna seem so easy that it will feel like you are cheating anyway.

Student Code of Conduct

The University’s Student Conduct Code is Washington Administrative Code (WAC) 478-121. The University has also developed two companion policies, Student Governance Policy, Chapter 209 and Chapter 210, which explain how student conduct proceedings work and a student’s rights in the process.

If you have questions or concerns regarding an alleged violation of the Student Conduct Code please contact Community Standards & Student Conduct at 206-685-6194 or cssc@uw.edu 

Student Code of Conduct for Geography Classrooms

The Department of Geography is committed to ensuring a classroom environment that contributes to optimum teaching and learning for all students. Individuals who engage in disruptive behavior that creates a negative or threatening environment for teaching and learning will be asked to leave the classroom by the instructor. These requests are not negotiable. Disruptive behavior includes: verbal or physical aggression toward other students or faculty/TAs, threats of violence, unyielding argument or debate, yelling inside or outside of the classroom, untimely outbursts, violating class policies about technology use or seating, refusing to follow faculty or TA directions, and entering and exiting the classroom in disruptive ways. A positive learning environment relies upon an atmosphere where diverse perspectives can be expressed, especially in a course that focuses on race. Honest and respectful dialogue is expected. Disagreement and challenging of ideas in a supportive and sensitive manner is encouraged but hostility and disrespectful behavior is not acceptable.

In an effort to further reinforce this commit to optimum teaching and learning for all students, we will also engage in a collaborative norm setting exercise at the beginning of the course, and in each discussion section. These norms will help guide discussions, establish expectations that everyone will abide by and respect, and establish a framework for how we deal with challenging situations or sensitive topics in the classroom. The norms we develop collectively will be published on our course website; violation of norms will carry the same weight and punishment as the University and Geography Department Codes of Conduct.

Access and Accommodations

Your experience in this class is important to me. It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law. If you have already established accommodations with Disability Resources for Students (DRS), please activate your accommodations via myDRS so we can discuss how they will be implemented in this course.

If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), contact DRS directly to set up an Access Plan. DRS facilitates the interactive process that establishes reasonable accommodations. Contact DRS at disability.uw.edu

Religious Accommodations

“Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at Religious Accommodations Policy (https://registrar.washington.edu/staffandfaculty/religious-accommodations-policy/). Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form (https://registrar.washington.edu/students/religious-accommodations-request/).”

Syllabus statement on sex discrimination and sex-based harassment 

The University of Washington prohibits sex discrimination and sex-based harassment and expects all UW community members to respect one another in our shared academic and work environments. Sex discrimination and sex-based harassment can include sexual assault, relationship violence, stalking, unwanted sexual contact, sexual exploitation, sexual harassment, and discrimination based on sex.

Students who believe they have experienced sex discrimination or sex-based harassment are encouraged to contact a Title IX case manager by making a Title IX report. The case manager can provide guidance on available support resources and resolution options.

You can also access these additional resources directly:

• The Know Your Rights & Resources guide provides information for any member of the UW community who has experienced sex discrimination, sex-based harassment, or retaliation for addressing these behaviors.

• The Pregnancy & Related Conditions web page provides information on support and reasonable modifications related to attending class or participating in educational activities if you are pregnant, have experienced a miscarriage or an abortion, are recovering from giving birth, are lactating, or have a related medical condition.

• Confidential Advocates offer confidential support and advocacy for UW students and employees impacted by sexual assault, dating violence, domestic violence, or stalking.

• Respondent Resources offer support for UW student respondents in a University resolution process.

• SafeCampus offers anonymous support for anyone with safety or well-being concerns.

Please note that certain employees are required to make a Title IX report if they learn about conduct that may be considered sex discrimination or sex-based harassment.

Student Grade Appeals

A student who believes that the instructor erred in the assignment of a grade, or who believes a grade recording error or omission has occurred, shall first discuss the matter with the instructor before the end of the following academic quarter (not including Summer Quarter.)

If the student is not satisfied with the instructor's explanation, the student, no later than ten days after his or her discussion with the instructor, may submit a written appeal to the chair of the department ... with a copy of the appeal also sent to the instructor. Within ten calendar days, the chair ... consults with the instructor to ensure that the evaluation of the student's performance has not been arbitrary or capricious. Should the chair believe the instructor's conduct to be arbitrary or capricious and the instructor declines to revise the grade, the chair ... with the approval of the voting members of his or her faculty, shall appoint an appropriate member, or members, of the faculty of that department to evaluate the performance of the student and assign a grade. The dean and Provost should be informed of this action.

Once a student submits a written appeal, this document and all subsequent actions on this appeal are recorded in written form for deposit in a department or college file [maintained by the Director of Academic Services].

Review also Grade Appeal Procedure in the Scholastic Regulations. It is also described on the Department of Geography Student Policies webpage. 

TENTATIVE COURSE SCHEDULE

Week 1

Reading: Syllabus (via Canvas)

9/25 – Lecture: Where do you want to live? Introductions and Course Expectations

9/27 – Discussion: Establishing Norms and Getting to Know One Another

Week 2 – Part I Philosophical Underpinnings and History of Environmental Justice

9/30 – Lecture: Cultural Landscape and the Racist Box

10/2 – Lecture: Geographies of Racism and Colonialism; The Ghetto, the Barrio, Chinatown, and the Rez

10/4 – Discussion: The American Dream (Project 1)

Week 3

10/7 – Lecture: History of the Environmental Movement; Geographies of Modern Environmentalism

10/9 – Lecture: History of the Civil Rights Movement; Emergence of Environmental Justice Movement

10/11 – Discussion: The American Dream, Part II (Project 1)

Part II Contemporary Case Studies in Environmental Justice

Week 4 – Water

10/14 – Lecture: Regional (PNW) Case Studies

10/16 – Lecture: Local (Seattle) Case Studies; Guest: Ashleigh Shoecraft from Braided Seeds 

10/18 – Discussion: Visualizing Environmental Justice (Project 2)

Week 5 Air

10/21 – Lecture: The Interstate Highway System and Urban “Renewal”

10/23 – Lecture: Cancer Alley and Chronic Exposure

10/25 – Discussion: Visualizing Environmental Justice (Project 2)

Week 6 Water

10/28 – Lecture: Flint, MI and the Problem of Lead

10/30 – Lecture: From St. Francis to Katrina, Flooding and the “Color of Disaster”

11/1 – Discussion: Visualizing Environmental Justice (Project 2) Presentations

Week 7 Energy

11/4 – Lecture: Fossil Fuel Landscapes in the “Heart of Everything That Is”

11/6 – Lecture: The Huaorani Struggle for Sovereignty in Ecuador’s Oil Fields

11/8 – Discussion: Visualizing Environmental Justice (Project 2) Presentations

Week 8 Food

11/11 – NO CLASS Veterans Day

11/13 – Lecture: Environmental Justice Impacts of Food Deserts and Food Factories

11/15 – Discussion: Food Deserts

Sea Level Rise and Urban Heat Island (Project 3)

Part III Towards a More Just Future

Week 9 – Climate Justice

11/18 – Lecture: Climate Justice

11/20 – Lecture: EJ Goes Global

11/22 – Discussion: NO CLASS; Volunteer Opportunity at Beacon Food Forest

Week 10 –More Than Human Rights

11/25 – Lecture: Can A River Be A Person?

11/27 – Lecture: Animal and Non-human Justice

11/29 – NO CLASS Native American Heritage Day

Week 11

12/2 – Lecture: Final Thoughts; Towards More Just Geographies

12/4 – Lecture: Final Exam Study Sesh

12/6 – Discussion: Final Exam Study Sesh; Final CLO Self-Assessment Due

Week 12

12/10 – Liberation Day! Final Exam; Last Day to turn in Projects

Livestream Lectures:

https://washington.zoom.us/j/92165354759?pwd=2Oxm83MmwOexw1bd8aNf7g0qGvmnUN.1

Meeting ID: 921 6535 4759

Passcode: 832681