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'.
AcknowledgementsCHAPTER ONE by Dani Snyder-Young & Matt OmastaContemporary Spectatorship ResearchCHAPTER TWO by Matt Omasta & Dani Snyder-YoungKey Methodological Concepts in Spectatorship ResearchCHAPTER THREE by Caroline HeimParticipant Observation in Practice and Techniques for Overcoming Researcher Insecurity: A Case Study at the Deutsches TheaterCHAPTER FOUR by Claire SylerPrioritizing Black Experience, or the Inevitability of Educating White Audiences: A Discourse AnalysisCHAPTER FIVE by Johnny SaldañaInterviewing Children about Theatre PerformanceCHAPTER SIX by Kelsey JacobsenHashtag Networks, "Live" Musicals, and the Social Media Spectator: Digital Theatre Audience Research MethodsCHAPTER SEVEN by Christopher CorboDrafting Harlem, Revising Melodrama: Archival Insights into Audience ExpectationCHAPTER EIGHT by Signy LynchThe Gaze Turned Inward: A Reflexive Autoethnographic Approach to Theatre ResearchCHAPTER NINE by Michelle Cowin GibbsThe Stony Silence: Negotiating Empathy and Audience Expectations in Solo Autoethnographic PerformanceCHAPTER TEN by Holly MaplesTouching Past Lives: The Limits of Evaluating Immersive Heritage Performance AudiencesCHAPTER ELEVEN by Celia PearcePlaying Ethnography: Participant Engagement in Role/PlayCHAPTER TWELVE by Martine Kei Green-Rogers & Dani Snyder-YoungPublic Facing Dramaturgy as Audience Research: An interview with Martine Kei Green-RogersCHAPTER THIRTEEN by Lisa Aikman & Jennifer Roberts-SmithTheatre for Relationality: A Case Study in Restorative Pedagogy, Relational Design, and Audience EngagementCHAPTER FOURTEEN by Jennica Nichols, George Belliveau, Susan M. Cox, Graham W. Lea, & Christopher Cook Key Questions in Evaluating Audience Impact: A Mixed Methods Approach in Research-Based TheatreCHAPTER FIFTEEN by Scott Mealey(Ac)counting for Change: A Quantitative Approach to Recognizing and Contextualizing Shifts in Spectatorial ThinkingCHAPTER SIXTEEN by Monica PrendergastPoetic Inquiry and/as Theatre Audience ResearchCHAPTER SEVENTEEN by Matthew ReasonPlayful ResearchAPPENDIX by Matt Omasta & Dani Snyder-YoungMethodologies and MethodsList of contributorsIndexList of contributorsLisa Aikman is an Educational Developer at the University of Western Ontario. She holds a PhD in Theatre Studies from the University of Toronto's Centre from Drama, Theatre, and Performance Studies.George Belliveauis Professor of Theatre/Drama Education at the University of British Columbia, Canada.He co-produced, directed and performed inContact!Unload. He has published six books includingContact!Unload: Military veterans, trauma, and research-based theatre(UBC Press, 2020) co-edited with Graham Lea.Chris Cookis a Ph.D. student in Counselling Psychology at the University of British Columbia. Chris is also a registered clinical counsellor and a playwright, and their work explores mental health through inquiry and art. Chris's play Quick Bright Things was a for finalist for the 2020 Governor General's Literary Award for drama.Chris Corbo is a PhD Candidate in Literatures in English at Rutgers University.Susan Coxis Associate Professor in Population and Public Health at the University of British Columbia. Her research focuses on the arts and health andethical issues in arts-based methods. She leads"Rock the Boat"a collaborativeresearch-based theatreproject addressing graduate supervisory relationships, inclusivity and wellbeing.Michelle Cowin Gibbs is an interdisciplinary scholar and solo performance artist whose work is situated in autoethnographic performance, performativity, and critical identity studies. Recent solo performance work includes: They Don't Really Care About Us: PO-lice, PoPos, Sandra, and Me, a performance movement exploration of the relationship among police, policing, and Black women as told through a reimagining of the last day of Sandra Bland's life.Martine Kei Green-Rogers(she/her) is the Interim Dean of the Division of Liberal Arts at the University of North Carolina School of the Arts. She is a freelance dramaturg and the Immediate Past President of the Literary Managers and Dramaturgs of the Americas.Caroline Heim is Associate Professor of Theatre at Queensland University of Technology, Australia and author of Actors and Audiences: Conversations in the Electric Air (Routledge 2020) and Audience as Performer: The changing role of theatre audiences in the 21st Century (Routledge 2016).Kelsey Jacobsonis Assistant Professor in the Dan School of Drama and Music at Queen's University and a co-founding director of the Centre for Spectatorship and Audience Research.Graham W. Leais assistant professor of Theatre/Drama Education at the University of Manitoba. Research interests include research-based theatre, and theatre in health and education research. He is co-editor, with George Belliveau, of the booksResearch-Based Theatre: An Artistic Methodology(Intellect, 2016) andContact!Unload: Military Veterans, Trauma, and Research-based Theatre(UBC Press, 2020)Signy Lynch is soon to defend her SSHRC-funded dissertation at Toronto's York University. She has published work in various journals and edited collections on subjects including intermedial performance, intercultural theatre, audience studies, and theatre criticism. She is co-editor of Canadian Theatre Review volume 186, Theatre after the Explosion (2021).Holly Maples is the Director of Impact and Postgraduate Research at East 15 School of Acting, University of Essex. A theatre director, performer, educator and scholar, her performance practice focuses on dramatized immersive and sensorial experience techniques in the heritage industry. Maples was Drama lead the Paston Footprints project.Scott Mealeyis an empirical researcher and consultant who supports educational and theatre organizations interested in how their work influences participation and sense-making.He is a founding co-director of the Centre for Spectatorship and Audience Research, and he currentlyleads multiple funded projects examining the impact of Zoom-based theatre.Jennica Nichols is an evaluator and arts-based researcher interested in patient-led chronic disease management and health service design. She is finishing her PhD at the University of British Columbia studying research-based theatre as a knowledge translation method. Jennica co-runs AND implementation, a consulting company using arts-based methods and meaningful measurement to close gaps in knowledge production.Matt Omasta is Professor of Theatre Arts and Associate Dean of the Caine College of the Arts at Utah State University. His works include co-author/editorship ofQualitative Research: Analyzing Life(SAGE 2021),Playwriting and Young Audiences(Intellect 2017) andPlay, Performance, and Identity (Routledge 2015).Celia Pearce is Professor of Game Design at Northeastern University at Northeastern University, a game designer, author and curator, and co-founder of the Playable Theatre Project.Dr. Monica Prendergast is Professor of Drama/Theatre Education at the University of Victoria, BC, Canada. Her books include Applied Theatre and Applied Drama (with Juliana Saxton) and two co-edited collections on poetic inquiry.Matthew Reason is Professor of Theatre at York St John University, UK.Jennifer Roberts-Smith is Professor and Chair of Dramatic Arts in the Marilyn I Walker School of Fine and Performing Arts at Brock University, and Managing Director of the qCollaborative (qcollaborative.com). Her research and creative practice focus on performance and emerging media, with an emphasis on history, pedagogy, and design for social justiceStan Ruecker is the Anthony J. Petullo Professor in Design at the University of Illinois. He is currently exploring how design research helps us to understand our preferred futures, how it may necessitate a change to prototyping, and how it can lead us to create physical interfaces for tasks such as analyzing text, modeling time, and designing experience.Johnny Saldaña is Professor Emeritus from Arizona State University's School of Film, Dance, and Theatre.
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This paper examines humanitarianism in the Global South through engaging with resilience projects in the Sahel and Lake Chad Basin (LCB). It addresses how recent humanitarianism has moved away from top-down interventions which seek to either intervene to save those that have been rendered "bare life" (Agamben, 1998, p. 4) by their own governments or improve the state's —especially fragile and failing ones— capacity to govern, towards society-based projects which seek to produce resilient subjects through addressing the broader social milieu. While previous accounts of security and development emphasized why fragile states and authoritarian regimes could constitute a threat to the international system, society or community which thus serves as justification for interventions, sometimes militarily, which such regimes flouted specific international norms and conventions. However, humanitarianism has become less targeted at regime change as was evident with the reluctance that followed the unproductive cases in Afghanistan, Iraq, and Libya where assumptions that regime change, or democracy promotion could promote the ends of liberal governance. Moving away from these statist focus, post-intervention has moved towards strengthening the capacities of communities to withstand shocks, but this is merely a pre-requisite for the objectives of the resilience project. My contention is that the move towards resilience is not only an acknowledgement of the cognitive imperfections of the liberal subject but more importantly (Chandler, 2013b), it raises questions —about liberal subjecthood. These imperfections have historically been reserved for non-whites and non-Europeans since the Enlightenment, for example, issues related to (ir-)rationality and (un-)reason; the homo economicus is a myth after all (Thaler and Sunstein, 2009; Chandler, 2013a). By moving away from humanitarian activities that require intervention to post-intervention, which involves claims about the subject's internal capacity to "self-govern" (Chandler, 2012; Chandler, 2013a), migration, development and security have become closely intertwined with some suggesting a migration-development-security nexus where humanitarian aid serves the purpose of accomplishing global governance of complexity (Stern and Öjendal, 2010; Truong and Gasper, 2011; Deridder et al., 2020). While useful, this paper problematizes this understanding of resilience which concerns itself with the biopolitics of enhancing life's capacity to self-govern by unpacking the various ways in which "resilience processes are marked by inequities and by the consequences of a history of the coloniality of power, oppression, and privilege" (Atallah et al., 2021, p. 9), which manifest when these projects are implemented within contexts or on bodies from the Global South. In particular, the move towards resilience has entailed further incursions into people's lives such that various rationalities and techniques of governmentality are directed at the population which may raise further questions when these populations are those of other countries or within regions that have a history of colonisation and subjugation. By reconceptualising biopolitics as a racial biopolitics and by decentring the state and instead looking at assemblages, that is, a multiplicity of actors and rationalities and technologies, and practices which function as totalities and produce passive or active agents with or without capacity for resistance, Deleuze and Guattari's concept of agencement which is translated to English as "Assemblages", is useful to capture the rationalities and techniques of resilience projects in the Sahel and LCB. I reconceptualise this powerful concept as "racialised assemblages", made up of a set of "racial components" that produce "racialised ensembles", that is, a multiplicity of actors and rationalities and technologies, this paper shows how resilience projects by Western state and non-state actors such as the United Kingdom, France and the EU and other humanitarian actors such as the International Organization for Migration (IOM) in the Sahel and the LCB are both exclusionary and raced and how these attempts seek to exploit the historical infantilization of the non-white subject or subjectivity within the Sahel and the LCB. Engaging with some humanitarian activities in the Sahel and LCB, the paper argues that through a racialised and exclusionary racial biopolitics that function through racialised assemblages, European humanitarian aid and assistance through upstreaming border control management through biometrics, exploit and sustain colonialities that seek achieve European outcomes. While projects such as migration and border control in the Niger-Nigeria border through biometric management and development projects that seek to address the root causes of insecurity, underdevelopment and forced displacement are promoted as humanitarian issues and facilitated through development aid, such racialised discourses are a continuation of racist historical depictions associated with whiteness and non-whiteness which made assumptions about humans, the environment, and the relationship between the two. For those who emerged in European discourse as lacking the capacity to transform their environment, Access to full personhood was either denied or delayed which remerges in claims that attempt to interpellate persons and communities in the Sahel as vulnerable, poor, fragile, failing to highlight their deficient resilience and how this could impact on others who have achieved better resilience. For example, the attempts to build resilience through border control and management in the Sahel and LCB through the regularization of some types of desirable movements and criminalisation of irregular movement within the Sahel and LCB, especially where these are viewed as potentially constituting a risk to European security interests. For example, border policing and management posts in Konni-Illela and Eroufa in the Tahoua region of Niger which both seek to manage and control movement across the Niger-Nigeria border are promoted as enhancing Niger's own border management policy while it was set up through collaborative humanitarian efforts of various actors and was funded by the Bureau of International Narcotics and Law Enforcement Affairs (INL) of the U.S. Department of State (IOM, 2023). In addition to the other actors, these all constitute racialised biopolitical assemblages which attempt to govern complexity within the African context which is a continuation of various historical colonialities. Finally, in addition to the various infantilizing tendencies of racialised versions of resilience where the subject is viewed as incapable of full self-governance, and self-transformation, these projects when enforced on non-Western contexts such as the Global South perpetuate colonialities and within the Sahel, may stifle other possibilities of non-Western resilience such as those associated with human relationality. It becomes necessary to problematize the various resilience projects, including those that have apparently explicit humanitarian dimensions such as assistance and aid by asking critical questions about what they do which could also expose the ways in which those that are exposed to these rationalities and technologies resist these attempts. Further research should investigate the various ways in which individuals and communities in the Sahel interact with these resilience projects and also how various so-called African partners —state and non- state— who play integral roles in facilitating and implementing them are positioned and how they position themselves. Such research could adopt focus groups, in-depth interviews, or ethnographic methods to capture ways in which these attempts may be reproduced, modified or even resisted by these people that emerge as targets of European post-interventionist biopolitics.
Pneumatology has been the subject of discussion of her activities in the Old Testament. The personality of the Spirit is one of the controversial discussions where she is simply considered a power or energy of God. Intelligence, however, is regarded as one of the attributes of a personal being. This treatise aims to explore the intelligence of the Spirit in the Old Testaments books where the Spirit potentially testifies of wisdom, knowledge, and counsel in the sense of fatherhood, jurisprudence intelligence in political activity, and governmental nature. Keywords: Intelligence; Old Testament; Pneumatology; Systematic Theology References Adey, Philip, Beno Csapó, Andreas Demetriou, Jarkko Hautamäki, and Michael Shayer. "Can We be Intelligent about Intelligence? Why Education Needs the Concept of Plastic General Ability." Educational Research Review, vol.2, 75-97, 2007, DOI:10.1016/j.edurev.2007.05.001. Bavinck, Herman. Reformed Dogmatics: Volume 2: God and Creation. Grand Rapids, Michigan: Baker Publishing Group, 2004. Bergant, Dianne. The Collegeville Bible Commentary, Based on the New American Bible: Old Testament. Collegeville, Minnesota: The Liturgical Press, 1992. Branch, Robin Gallaher. "Proverbs 31:10−31: A Passage Containing Wisdom Principles for a Successful Marriage." Koers, Bulletin for Christian Scholarship, 77(2), Art #49, 9 pages, 2012, DOI:10.4102/koers.v77i2.49. Clement, R. E. The World of Ancient Israel: Sociological, Anthropological, and Political Perspectives. UK: Cambridge University Press, 1995. Colom, Roberto, Sherif Karama, Rex E. Jung, Richard J. Haier. "Human Intelligence and Brain Networks." Dialogues in clinical neuroscience, 12(4):489-501, 2010. Crenshaw, James L. Old Testament Wisdom: An Introduction, third edition. Louisville, Kentucky: Westminster John Knox Press, 2010. Crenshaw, James. "Method in Determining Wisdom Influence Upon Historical Literature." Journal of Biblical Literature, 88, 1969. De Vaux, R. 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Die Kirche in Lateinamerika hat für die Profilbildung wissenschaftlicher Theologie im 20. Jahrhun-dert eine Reihe von theoretischen Entwürfen vorgelegt, die für die Programmatik der Theologie ins-gesamt grundlegend und richtungweisend sind. In der europäischen Rezeption wird jedoch zu wenig beachtet, dass sich hinter dem Sammelbegriff "Theologie der Befreiung" eine Reihe sehr differenzier-ter Konzeptionen verbergen, die in je unterschiedlichen kulturellen Kontexten die Evangelisierung thematisieren. Der Fokus der vorliegenden Arbeit richtet sich auf die andine Region Nordperus und insbesondere die Diözese Cajamarca unter der Amtszeit des Bischofs José Dammert Bellido (1962-1992). Die vorliegende Arbeit von Wilhelm Knecht ist im Rahmen eines Gesamtprojekts "Partner-schaftsarbeit der Kirche in Deutschland und in Peru. 30 Jahre Pastoral in Cajamarca", das von 1997-1999 von den Bistümern Bamberg, Eichstätt und Würzburg und anschließend bis 2002 von der DFG gefördert wurde, entstanden. Ziel dieses Projekts war es, die wechselseitige Bedeutung von Partner-schaften zwischen Deutschland und Peru exemplarisch herauszuarbeiten, ihre Entstehungsgeschichte nach dem Konzil zu dokumentieren und die Veränderungsprozesse zu analysieren. Einschneidende Zäsur war hierbei der altersbedingte Amtsrücktritt von Bischof Dammert 1992 und die theologische und kirchliche Neuorientierung seines Nachfolgers. Literarische Grundlage der vorliegenden Arbeit ist neben den vor allem kirchengeschichtlichen Publikationen Bischofs Dammerts, umfangreiches unveröffentlichtes Archivmaterial sowie von Knecht durchgeführte Umfragen. Der wissenschaftliche Anspruch dieser Arbeit und deren Bedeutung besteht darin, dass sie eine au-thentische Dokumentation des kirchlichen Aufbruchs in Lateinamerika seit 1962 ist. Sie dokumentiert einen Prozess der Befreiung und der danach folgenden Theologie der Befreiung. Dies wird am kon-kreten Beispiel einer Diözese gezeigt – ausgehend von der Praxis und den handelnden Personen. Kapitel II "Cajamarca – eine Diözese in den Anden" erstellt eine Situationsanalyse des Bistums Ca-jamarca unter Einbeziehung geografischer, historischer, politischer, ökonomischer und kirchlichen Gegebenheiten. Kapitel III "Der Glaube und die Kultur der Menschen von Cajamarca" behandelt die andine vorchrist-liche Kosmovision, deren fundamentales Charakteristikum die Relationalität aller Wirklichkeit bildet, in die auch der Mensch eingebunden ist. Volksreligiosität und andine Kosmovision konnten zur Legi-timierung politischer und kirchlicher Herrschaft dienen und sich wechselseitig stützen. Kapitel IV behandelt "Die soziale und pastorale Arbeit von Bischof Dammert". Dammert steht exem-plarisch für die kirchliche Erneuerung in Peru und Lateinamerika nach dem Konzil überhaupt. Er war maßgebend an der Konferenz von Medellín beteiligt und Präsident der peruanischen Bischofskonfe-renz. Kapitel V "Das Evangelium der Campesinos von Bambamarca" behandelt die Umsetzung des neuen Pastoralkonzepts in der Pfarrei San Carlos de Bambamarca. Sie hatte Vorbildfunktion und war das Vorzeigeprojekt der Diözese. Erstmals seit 400 Jahren lag der Schwerpunkt pastoraler Tätigkeit bei der einheimischen Landbevölkerung, die von den Kolonialherren und ihren Nachfahren seit eh und je vernachlässigt war. Der erste Pastoralkurs 1963 ist der Beginn einer Befreiungsgeschichte. Die Neu-evangelisierung verändert das soziale Ordnung der Campesinos, den Umgang der Generationen und nicht zuletzt auch das Verhältnis der Geschlechter. Publizistisch findet dieser Aufbruch in der Zeitung "El Despertar de los Campesinos". International Aufsehen erregte das von den Campesinos verfasste Glaubensbuch "Vamos Caminando". Eine weite-re Neuerung stellt die Institution der Ronda dar, die sich zu einer Instanz demokratischer Selbstver-waltung der Comunidad entwickelte. Die vorliegende Dissertation von Knecht wird ihrer Zielsetzung, eine authentische Dokumentation der nachkonziliaren Neuevangelisierung in der Diözese Cajamarca zu leisten, in hervorragendem Maße gerecht. Die aufgeführten Detailinformationen sind äußerst umfangreich und belegen sachhaltig und kenntnisreich die Tragweite des Pastoralkonzepts von Bischof Dammert. Dessen Bedeutung wird nicht zuletzt dadurch belegt, dass Gustavo Gutiérrez diese befreiende Pastoral vor Augen hatte, als er die "Theologie der Befreiung" verfasste. Knecht gelingt es hervorragend, die Differenz zwischen der ersten und zweiten Evangelisierung anschaulich zu beschreiben. Die Vielfältigkeit des von ihm he-rangezogenen Materials ist beeindruckend. Hier wird insgesamt das spezifische Profil einer auf andi-ner Grundlage verfassten Ortskirche zur Sprache gebracht. Die kirchengeschichtliche Bedeutung Bi-schof Dammerts nicht nur für Peru, sondern für ganz Lateinamerika ist eindrucksvoll dargelegt. Die von Knecht hervorgehobene eigenständige Praxis der andinen Basisgemeinschaften ist in dieser Aus-führlichkeit bisher nicht behandelt worden. ; The church in Latin America submitted a set of theoretical drafts for the profile formation of scientific theology in the 20th century, which are fundamental and indicative for the programmability of theology as a whole. In the European reception, however, it is barely considered that behind the comprehensive term "theology of liberation" a number of very differentiated conceptions hide, which make the evangelization a subject of discussion in particularly different cultural contexts. The focus of this dissertation is directed towards the andine region of North Peru and in particular the diocese Cajamarca at the office of bishop José Dammert Bellido (1962-1992). The present work of Wilhelm Knecht was developped in the context of an overall project "partnership of the church in Germany and in Peru - 30 years Pastoral in Cajamarca", which was promoted from 1997-1999 by the dioceses Bamberg, Eichstätt and Würzburg and afterwards until 2002 by the DFG. The goal of this project was the exemplary work-out of the mutual meaning of partnerships between Germany and Peru, the documentation of their history after the council and the analyzation of the processes of changes. A drastic break was here the age-related office resignation of bishop Dammert in 1992 and his successor's theological and clerical re-orientation. The literary basis of the present work, besides the clerical -historical publications of bishop Dammert, is an extensive unpublished archives material, particularly from Dammert's blank archive at the Instituto Bartolomé de las Casas in Lima, as well as inquiries accomplished by Knecht. The scientific requirement of this work and its meaning consist of the fact that it is an authentic documentation of the clerical departure in Latin America since 1962. It documents a process of liberation and the following theology of liberation. This is shown by the concrete example of a diocese - on the basis of practice and the acting persons. Chapter II "Cajamarca - a diocese in the Andes" provides a situation analysis of the diocese Cajamarca created in 1908 including geographical, historical, political, economic and clerical conditions. Chapter III "The faith and the culture of the people of Cajamarca" treats the andine pre-christian cosmovision, whose fundamental characteristic forms the relationality of all reality, into which also the man is merged. Popular religiosity and andine cosmovision could serve to legitimate political and clerical rule and they could support themselves mutually. Chapter IV treats "The social and pastoral work of bishop Dammert". He was the charismatic figure of the second evangelization in Cajamarca. Dammert, however, stands also exemplary for the clerical renewal in Peru and Latin America after the council at all. He was considerably involved in the conference of Medellín and he was president of the Peruvian bishop conference Chapter V "The gospel of the Campesinos of Bambamarca" treats the conversion of the new pastoral concept in the parish San Carlos de Bambamarca. It had an example function and was the pilot project of the diocese. For the first time for 400 years the emphasis of pastoral activity has been focused on the native Campesinos, who have always been neclected by the conquistadors and their descendants. The first pastoral class in 1963 was the beginning of a liberation history. The re-evangelization changed the social order of the Campesinos. This departure can be found journalistically in the newspaper "El Despertar de los Campesinos". The faith book "Vamos Caminando" written by the Campesinos made internationally a great stir. A further innovation represented the institution of the Ronda. The present dissertation of Knecht fulfils its objective to accomplish an authentic documentation of the post-council re-evangelization in the diocese Cajamarca in an excellent way. The specified detailed informations are extremely extensive and they prove objectively and experienced the consequence of the pastoral concept by bishop Dammert. His importance is not proven at least by the fact that Gustavo Gutiérrez took this liberating pastoral as the basis for his work "The theology of liberation". Knecht succeeds brilliantly to describe descriptively the difference between the first and second evangelization. The variety of the material he consulted is impressing. In spite of a clear positioning, the difficulties and conflicts are also focussed. The clerical-historical meaning of bishop Dammert not only for Peru, but for completely Latin America is impressively stated. The independent practice of the andine basis communities emphasized by Knecht was so far not treated in this detailedness.
