Suchergebnisse

The collapse of Viet Nam's state-socialist economic institutions in the late 1980s occasioned an almost complete inversion of the socialist principles that had guided health policy under the Communist Party of Viet Nam since the 1950s. Since the early 1990s, however, the Vietnamese state has reasserted its roles in the health sector. These reassertions have been of two major types. Through redistributive reassertions the state has sought to ensure a basic floor of health services for all Vietnamese and bolster its subjective legitimacy, even as public spending on health has remained conspicuously low. Through its accumulative reassertions, the state has transformed 'public' health facilities into sites of economic accumulation, thereby responding to the state's weak extractive capacities and gaining political support from within the public health systems. Overall, the article likens reassertions of the state in Viet Nam's health sector represent a contemporary instance of a Polanyian "double movement," albeit within the context of a market-Leninist regime.

"Shows salespeople and sales managers the most effective ways to leverage a variety of technologies to increase sales and gain more customers. Topics include making the most of cloud-based customer relationship management software, putting social media to the best use, presenting to customers worldwide through video conferencing, using advanced techniques like video "white papers" to differentiate your product or service, and gaining an information edge over competitors through alerts and other means"--Back cover

Two theories predominate in discussions of why China and Vietnam have, over the past three decades, achieved such rapid economic growth. The first argues that their startling performance can be explained by economic factors associated with late industrialization. The second proposes that China and Vietnam represent novel models of political economic organization that need to be better studied and understood. In this essay we review the voluminous literature on the political economy of China and Vietnam, evaluating the critical debates over the economic benefits of decentralization, experimentation, and state-led development. Although the debate remains unsettled, analysis suggests that growth in the two countries was most robust during periods of state withdrawal from the economy and that current economic difficulties in both countries are now arising from the scale and character of the state's role in both economies.

Two theories predominate in discussions of why China and Vietnam have, over the past three decades, achieved such rapid economic growth. The first argues that their startling performance can be explained by economic factors associated with late industrialization. The second proposes that China and Vietnam represent novel models of political economic organization that need to be better studied and understood. In this essay we review the voluminous literature on the political economy of China and Vietnam, evaluating the critical debates over the economic benefits of decentralization, experimentation, and state-led development. Although the debate remains unsettled, analysis suggests that growth in the two countries was most robust during periods of state withdrawal from the economy and that current economic difficulties in both countries are now arising from the scale and character of the state's role in both economies. Adapted from the source document.

Author's IntroductionOver the last 25 years, the environmental justice movement has emerged from its earliest focus on US social movements combating environmental racism to an influential global phenomenon. Environmental justice research has also undergone spectacular growth and diffusion in the last two decades. From its earliest roots in sociology, the field is now firmly entrenched in several different academic disciplines including geography, urban planning, public health, law, ethnic studies, and public policy. Environmental justice refers simultaneously to a vibrant and growing academic research field, a system of social movements aimed at addressing various environmental and social inequalities, and public policies crafted to ameliorate conditions of environmental and social injustice. Academia is responding to this social problem by offering courses under various rubrics, such as 'Race, Poverty and the Environment, Environmental Racism, Environmental Justice', 'Urban Planning, Public Health And Environmental Justice', and so on. Courses on environmental justice offer students opportunities to critically and reflexively explore issues of race and racism, social inequality, social movements, public/environmental health, public policy and law, and intersections of science and policy. Integrating modules on environmental justice can help professors engage students in action research, service learning, and more broadly, critical pedagogy.This article offers an overview of the current state of the field and offers a range of resources for teaching concepts of environmental racism, inequality and injustice in the classroom.Author recommendsPellow, D. and R. Brulle 2005. Power, Justice and the Environment : a Critical Appraisal of the Environmental Justice Movement. Cambridge, MA: MIT Press.The primary focus of this edited collection is to offer a 'Critical Appraisal' of the environmental justice movement. The articles in this book are strong, focused on broad areas of: critical assessment, new strategies, and the challenge of globalization.Downey, L. and B. Hawkins 2008. 'Race, Income, and Environmental Inequality in the United States.'Sociological Perspectives51: 759–81.This article is an effective overview of the current sociological literature on environmental inequality using quantitative methods.L. Cole and S. Foster 2001. From the Ground Up: Environmental Racism and the Ris of the Environmental Justice Movement. New York: New York University PressThe primary focus of this book is an overview of the US Environmental Justice Movement. Unique in itself, the authors, an activist lawyer and law professor, offer a well‐written overview of the movement.Taylor, Dorceta E. 2000. 'The Rise of the Environmental Justice Paradigm: Injustice Framing and the Social Construction of Environmental Discourses.'American Behavioral Scientist43: 508–80.A leading environmental justice scholar discusses the issue of injustice framing.Morello‐Frosch, R. A. 2002. 'Discrimination and the Political Economy of Environmental Inequality.'Environment and Planning C: Government and Policy 20(2002): 477–96.In a critique that focuses on the political economy of place, geography, and ethnic studies, Morello‐Frosch integrates relevant social and legal theories with a spatialized economic critique to formulate a more supple theory of environmental discrimination that focuses on historical patterns of industrial development and racialized labor markets, suburbanization and segregation, and economic restructuring.Pastor, Manuel, Rachel Morello‐Frosch, James Sadd, Carlos Porras and Michele Prichard 2005. 'Citizens, Science, and Data Judo: Leveraging Secondary Data Analysis to Build a Community‐Academic Collaborative for Environmental Justice in Southern California,' in Methods For Conducting Community‐Based Participatory Research For Health, edited by Barbara A. Israel, Eugenia Eng, Amy J. Schulz and Edith A. Parker. San Francisco, CA: Jossey‐Bass.Exemplary reflexive analysis of the power of research as intervention in environmental justice struggles.Online materials

 25 stories from the Central Valley: http://twentyfive.ucdavis.edu
 Environmental Justice Resource Center at Clark Atlanta: http://www.ejrc.cau.edu/
 US EPA Environmental Justice: http://www.epa.gov/environmentaljustice/
 Environmental Justice of Field Studies: University of Michigan: http://sitemaker.umich.edu/environmentaljusticefieldstudies/home
 Center on Race, Poverty and the Environment: http://www.crpe‐ej.org/
 National Black Environmental Justice Network: http://www.nbejn.org/
 Environmental Justice and Climate Change Initiative: http://www.ejcc.org/
 Environmental Justice Project: http://ej.ucdavis.edu/

Sample syllabus





Ethnic Studies 103: Environmental Racism


Fall 2008


Instructor: Traci Brynne Voyles


Contact Information:
tvoyles@ucsd.edu


Office Hours: Monday, Wednesday 11:00‐12:30, SSB 240 and by appointment


Purpose: This course is designed to explore issues germane to environmental racism and environmental injustice, particularly focusing on the theoretical and material implications of social constructions of identity (race, class, gender, sexuality, etc.) and nature that lead to the degradation of racialized environments, bodies, and communities. In this course, we will explore case studies of environmental injustice, theories of body, space, nation, and colonialism; and think through possibilities for resistance, sovereignty, and environmental justice. The course materials are derived from ethnic studies, environmental justice studies, and feminist theory to provide multiple interdisciplinary perspectives on the state of race, inequality, and environment.


Logistics: You can reach me by email, in my office hours, or by appointment at any time during the quarter. I respond to students' emails by 10 am every weekday; I do not answer students' emails on weekends.


 I do not accept late assignments or assignments submitted electronically.


 This syllabus is subject to change; any changes will be announced well in advance in class or by email.


 Please refer to the UCSD Principles of Community (http://www.ucsd.edu/principles) for guidelines on standards of conduct and respect in the classroom. I reserve the right to excuse anyone from my classroom at any time for violating these principles.


Required Texts


1. Luke Cole and Sheila Foster, From the Ground Up: Environmental Racism and the Rise of the Environmental Justice Movement, NYU Press, 2000.


2. Andrea Smith, Conquest: Sexual Violence and American Indian Genocide, South End Press, 2005.


3. Rachel Stein, Ed., New Perspectives on Environmental Justice: Gender, Sexuality, and Activism, Rutgers University Press, 2004.


4. Al Gedicks, Resource Rebels: Native Challenges to Mining and Oil Corporations, South End Press, 2001.


5. Ana Castillo, So Far from God, Tandem Library Books, 1994.


These texts are available on campus at Groundwork Books.


Assignments and Evaluation


 30 points: Attendance and reading responses


 20 points: Unit 1 Case Study Project and Paper


 20 points: Unit 2 Paper


 10 points: The View from UCSD Project


 20 points: Unit 3 Paper


Unit 1 Project For this project, you will work both in a group (4 people MAX) and individually. Ten points will be earned by doing a group presentation of your assigned case, explaining to the class in 4–6 minutes the who, what, when, where, and how of your case. Your group will produce a 1 page, bullet‐pointed informative analysis of the case in a style that could or would be distributed publicly. NO POWERPOINTS OR MEDIA THAT DOES NOT FIT ONTO THE 1 PAGE—on the 1 page, however, you can use graphics to convey major points about the case.


 The remaining 10 points will be earned by turning in a 500‐word paper that links this case to the course readings and lectures. A prompt for this paper will be distributed one week before it is due.


Unit 2 Paper (1000–1250 words) The prompt for this paper will be distributed one week before it is due. The prompt will require you to critically analyze course readings, lectures, and discussions from Unit 2.


The View from UCSD For this project, you will present a creative project of your choosing that explores themes of environmental racism and injustice from your viewpoint – that is, of a UCSD student. What is the relationship of UCSD as an academic institution to environmental injustice? How can (or how have) UCSD students contest and resist the perpetuation or funding of environmental injustices by their academic institutions? This project can be poetry, visual art, activist literature (i.e. brochures, web sites, pamphlets, etc.), political cartoons, activist alert bulletins, journalistic articles or photographic essays, etc.


Unit 3 Paper (1000‐1250 words) The prompt for this paper will be distributed one week before it is due. The prompt will require you to think cumulatively about the course and apply materials and key themes from Units 1 and 2 to the readings, lectures, and discussions from Unit 3.


Unit 1: What's the Problem Here? Case Studies in Environmental Racism and Environmental Injustice In this unit, we will explore cases of environmental injustice through four major frameworks that will be used throughout the course:


 1. The social construction of identity and power (of race/racism, gender/patriarchy, sexuality/heteronormativity, etc.);


 2. The intersectionality of identity and power;


 3. The relationality of privilege and inequality; and


 4. The transnational or global nature of modern political–economic structures


9/26 Fri: 1st DAY – Introductions


 No reading due


Week 1 ER Frameworks: Race, Gender, Sexuality, and Nation


9/29 Mon:


 Cole and Foster, pp. 1–33


10/1 Wed:


 Cole and Foster, pp. 34–53


10/3 Fri:


 Cole and Foster, pp. 54–79


Week 2 Relationality and Globalization


10/6 Mon:


 Cole and Foster, pp. 80–102


10/8 Wed:


 Cole and Foster, pp. 103–133


10/10 Fri:


 Cole and Foster, pp. 134–166


Week 3


10/13 Mon: Environmental Racism Case Studies


 Due: Unit 1 case study project and paper


Unit 2: A User's Guide to Environmental Justice Studies: Analytic Frameworks and Theoretical Possibilities This unit moves us from the material effects of environmental racism and injustice to the analytic frameworks and theoretical possibilities of environmental justice studies. In this unit, we will read, discuss, and develop theories about how racialization and naturalization work together, what role the environment plays in colonial encounters, and how to re‐imagine what we mean by 'nature', 'race', and 'body'.


10/15 Wed:


 Stein, pp. xiii‐20


10/17 Fri: ss


 Stein, pp. 21–62


Week 4 Ecocriticism


10/20 Mon:


 Stein, pp. 63–77


10/22 Wed:


 Stein, pp. 78–108


10/24 Fri:


 Stein, pp. 109–138


Week 5 Colonialism


10/27 Mon:


 Stein, pp. 225–248


10/29 Wed:


 Smith, pp. ix‐34


10/31 Fri:


 Smith, pp. 55–78


Week 6 Indigeneity and Sovereignty


11/3 Mon:


 Smith, pp. 137–176


11/5 Wed:


 Smith, pp. 177–192


11/7 Fri:


 Due: Unit 2 paper


UNIT 3: Decolonize This! Modes of Resistance to Environmental Injustice This unit is dedicated to the all‐important question of where to go from here? Now that we understand the material and theoretical ins and outs of environmental racism and injustice, how can and how is it being contested, resisted, and undone?


Week 7 Social Movements


11/10 Mon:


 Geddicks, pp. vi‐14


11/12 Wed:


 Geddicks, pp. 15–40


11/14 Fri:


 Geddicks, pp. 127–158


Week 8 The Politics and Poetics of EJ Resistance


11/17 Mon:


 Geddicks, pp. 159–180


11/19 Wed:


 Geddicks, pp. 181–202


11/21 Fri:


 Castillo, pp. TBA


Week 9 Poetics


11/24 Mon:


 Castillo, pp. TBA


11/26 Wed: NO CLASS


11/28 Fri: NO CLASS


Week 10 Conclusions and EJ Futures


12/1 Mon:


 Castillo, pp. TBA


12/3 Wed:


 Castillo, pp. TBA


12/5 Fri: LAST DAY—Conclusions


 Due: View from UCSD Project



Unit 3 Paper due on or before Tuesday, December 9, at 11am, in my office (SSB 240)



Guidelines for written assignments:


*Please note: more specific requirements for content, quality, and style will be included with each prompt.


The three papers required for this course must be:


 –Typed


 –Stapled


 –Submitted on time


Please include a header with:


 –Your name


 –The name of the assignment (e.g. 'Unit 2 Paper')


 –A word count


Please do not include:


 –A title


 –The assignment prompt


Majoring or Minoring in Ethnic Studies at UCSD


Many students take an Ethnic Studies course because the topic is of great interest or because of a need to fulfill a social science, non‐contiguous, or other college requirement. Often students have taken three or four classes out of 'interest' yet have no information about the major or minor and don't realize how close they are to a major, a minor, or even a double major. An Ethnic Studies major is excellent preparation for a career in law, public policy, government and politics, journalism, education, public health, social work, international relations, and many other careers. If you would like information about the Ethnic Studies major or minor at UCSD, please contact Yolanda Escamilla, Ethnic Studies Department Undergraduate Advisor, at 858‐534‐3277 or yescamilla@ucsd.edu.




OptionalFocus questions

 What are the roots of environmental inequality? What are the major policy debates within the field of environmental justice?
 How has environmental justice academic writing and environmental justice activism changed since the 1980s? What accounts for these changes?
 What are the relationships between academic research, environmental justice, and the politics of knowledge production, more broadly? How are these relationships complicated by factors such as race, class, and gender?
 What challenges do researchers interested in environmental justice face and why?
 What are the challenges faced by environmental justice activists that can be informed by EJ research?

Seminar/project idea25 Stories Project: Teaching Tools available in the Summer 2009 http://www.twentyfive.ucdavis.edu Use these teaching tools to introduce the environmental justice movement in classroom settings. Tools may be used individually or in combination with one another.Below, you will see that we have organized the tools by the intended purpose of the activity. In considering which to use, it may be helpful to look over the 'Why Do It' section of the directions for the tool you are looking at for an indication of how this activity might fit within your course material.






Purpose
Teaching tool




Getting to know the group's experience of the environment
Share squares
Environmental experience in pictures
Circles of my self


Defining environmental justice
Where is the environment and what do people do there? Environmental justice defined


Researching your place in the environment
Mapping your community
My town, your town
Data detective


Learning from the life‐stories of others
Environmental justice stories
Circles of my self




Combining tools for lesson planningEach teaching tool fits into one (or more) of the categories above. Combine tools from different categories to create lesson plans for your class or workshop.For example, in a 50‐min class session you could combine the following tools:

Help the group get to know each other with 'Share squares'.
Explore various understandings of the environment with 'Where is the environment and what do people do there?' and then
Analyze women's real‐life experiences with stories and questions relevant to your class with 'Environmental Justice Stories'.

The identification of "environmental justice (EJ) communities" is an increasingly common element in environmental planning, policy, and regulation. As a result, the choice of methods to define and identify these communities is a critical and often contentious process. This contentiousness is, in turn, a factor of the lack of a commonly accepted method, the concern among many EJ advocates and some regulators that existing frameworks are inadequate, and ultimately, the significant consequences of such designations for both public policy and community residents. With the aim of assisting regulators and advocates to more strategically focus their efforts, the authors developed a Cumulative Environmental Vulnerability Assessment (CEVA). This CEVA is composed of a Cumulative Environmental Hazard Index and a Social Vulnerability Index, with a Health Index as a reference. Applying CEVA produces spatial analysis that identifies the places that are subject to both the highest concentrations of cumulative environmental hazards and the fewest social, economic and political resources to prevent, mitigate, or adapt to these conditions. We recommended that these areas receive special consideration in permitting, monitoring, and enforcement actions, as well as investments in public participation, capacity building, and community economic development.

The identification of "environmental justice (EJ) communities" is an increasingly common element in environmental planning, policy, and regulation. As a result, the choice of methods to define and identify these communities is a critical and often contentious process. This contentiousness is, in turn, a factor of the lack of a commonly accepted method, the concern among many EJ advocates and some regulators that existing frameworks are inadequate, and ultimately, the significant consequences of such designations for both public policy and community residents. With the aim of assisting regulators and advocates to more strategically focus their efforts, the authors developed a Cumulative Environmental Vulnerability Assessment (CEVA). This CEVA is composed of a Cumulative Environmental Hazard Index and a Social Vulnerability Index, with a Health Index as a reference. Applying CEVA produces spatial analysis that identifies the places that are subject to both the highest concentrations of cumulative environmental hazards and the fewest social, economic and political resources to prevent, mitigate, or adapt to these conditions. We recommended that these areas receive special consideration in permitting, monitoring, and enforcement actions, as well as investments in public participation, capacity building, and community economic development.

The identification of "environmental justice (EJ) communities" is an increasingly common element in environmental planning, policy, and regulation. As a result, the choice of methods to define and identify these communities is a critical and often contentious process. This contentiousness is, in turn, a factor of the lack of a commonly accepted method, the concern among many EJ advocates and some regulators that existing frameworks are inadequate, and ultimately, the significant consequences of such designations for both public policy and community residents. With the aim of assisting regulators and advocates to more strategically focus their efforts, the authors developed a Cumulative Environmental Vulnerability Assessment (CEVA). This CEVA is composed of a Cumulative Environmental Hazard Index and a Social Vulnerability Index, with a Health Index as a reference. Applying CEVA produces spatial analysis that identifies the places that are subject to both the highest concentrations of cumulative environmental hazards and the fewest social, economic and political resources to prevent, mitigate, or adapt to these conditions. We recommended that these areas receive special consideration in permitting, monitoring, and enforcement actions, as well as investments in public participation, capacity building, and community economic development.

AbstractThe field of environmental justice emerged at a crossroads of social movements, public policy, and academic research – what we call environmental justice praxis. Now, the field finds itself again at a crossroads as it expands to address new populations, problems, and places. In this article, we first outline the competing definitions of the problems of environmental inequality and environmental racism from the perspective of social movements, policy, and research. Second, we identify the expansion of the field in two key areas: new issues and constituencies and new places and sites of analysis – specifically the relationship between the local and the global. This expansion leads to increasingly sophisticated spatial methodologies and social theories to examine problems of environmental injustice. Finally, we identify three promising trends in the field: refining the mechanisms and processes of environmental injustice, a renewed focus on the state and the environment as key actors, and a revitalized focus on the interactive and continually evolving relationship between scholarship and social movements.

Disparities in the distribution of transportation system benefits and burdens are significant and have persisted despite the efforts of many to reduce or eliminate them. Although transportation plans and projects must be assessed for their distributive effects in accordance with U.S. laws and regulatory guidance, these analyses rarely uncover findings that result in changes to decisions already made or the creation of entirely new projects or policies. This outcome is due in part to limitations associated with transportation governance institutions including metropolitan planning organizations (MPOs), specifically those related to inequitable access to political power and representation. It is also due to methodological choices and limitations in the quantitative analyses that are conducted to understand (and ideally avoid or mitigate) impacts.This policy brief summarizes findings from the white paper that assesses academic research and transportation planning practice to provide a shared understanding of the definitions, challenges, and opportunities in this field, thereby enabling often-conflicting parties to collaborate in achieving a common goal: transportation equity.View the NCST Project Webpage