Teaching Sustainably : Integrating Anti-racist Teaching Strategies Within an Environmental Justice Course
Young Rhetorician’s Conference, 2022
Sharon Radcliff
Library Faculty
Business and Sustainability Liaison Librarian
Sustainability Liaison Officer (2021-24)
CSU East Bay
Land Acknowledgement (For CSU East Bay)
As a member of the Cal State East Bay community with an office on the Hayward campus, we acknowledge that we are guests on the unceded land of the First People of this region, the present-day Muwekma Ohlone Tribe of the San Francisco Bay Area (formerly Verona Band of Alameda County). We support the sovereignty of this Chochenyo-Ohlone-speaking tribal group and other indigenous peoples.
Conference Land Acknowledgement:
Abstract
This presentation describes INFO 310: Sustainability and Information Literacy, GE course at Cal State East Bay meeting the upper division Social Science and Sustainability GE requirements. The course has a focus on environmental and climate justice and also in learning research skills. It is taught by Library Faculty. The presentation describes how various anti-racist teaching methods are integrated into the course and how they fit with the course subject matter. The presentation also discusses a recent assessment of several sustainability courses across the curriculum and reports how this particular course performed in several ways including addressing the URM student equity gap. Future research and recommendation for pedagogy are also discussed.
Plan for today’s presentation
Presentation: 25-30 minutes
Breakout Room Group Discussions: 7 minutes
Reporting Out Discussions/Questions: 8-13 minutes
Sustainability: we always include social justice as one pillar, and racism is a key component of social justice.
UN Sustainability Goals: Also reflect the strong social justice aspects of sustainability
Sustainability at CSU East Bay focuses on carbon neutrality
CSU East Bay: Pioneers for Hope
Cal State East Bay Students
Cal State East Bay Students
The Sustainability Overlay Learning Outcomes focus on social justice
After completion of a course designated as fulfilling the Sustainability Overlay requirement, students will be able to:
Courses approved for Sustainability Overlay are listed here: Sustainability Overlay Courses
Sustainability Rubric & Assignment Guide
Definitions of Anti-Racist & Abolitionsit Pedagogy
One definition of anti-racism pedagogy is:
“the practice of dismantling a system marked by white supremacy and anti-Black racism through deliberate action” (Provided in FLC)
So anti-racist pedagogy is the deliberate integration of this practice into all aspects of teaching including, course content, syllabus design, assignment design, ground rules for class discussions, etc..
A related term is Abolitionist Pedagogy: Abolitionist teaching, first developed by Bettina Love, is rooted in critical race theory, intersectional feminism and abolitionist activist practices and its goal is to create educational freedom for students and to fight for students to be able to thrive not just survive, in particular, by dismantling those aspects of the educational system most harmful to Black and Brown students especially those constructing the school to prison pipeline, (B.Love) To learn more: Explore the Abolitionist Teaching Network. According to Love, abolitionist pedagogy cannot have a list of “best practices’ as it is instead a way of life.
Teaching Sustainability using Anti-Racist Pedagogy: Why it is important
Anti-racist pedagogy is important in all disciplines
In teaching sustainability and environmental justice, it is critical because the course subject matter deals with the racism inherent in the environmental and climate crisis and deals with historical racism in the environmental and sustainability movements.
Sustainability and Racism Resources
So this aspect of sustainability must be included as anti-racist course content.
Good Articles to start the conversation:
(Thanks to my colleague Emilia Ianeva for some selections here)
The Links between the systemic racism and the environment
Unequal Impact by Beth Gardiner (2020)
Why Every Environmentalist should be Anti-Racist by Leah Thomas (2020)
Racial Justice is Climate Justice by Frederick Hewitt (2020)
The Racial Violence of Climate Change by Jeremy Williams (2021)
Connections...
Making the connection between Climate change, environmental justice and and systemic racism at global, national and local level, using case studies and stories in the media
Climate Justice: 5 Inequities of Climate Change
How you teach as well as what you teach is important
For example, in the presenters’ Faculty Learning Community on anti-racist pedagogy, a faculty member discussed how a student taking a class on racism in our society said that they were disappointed and felt disengaged because the class focused almost exclusively on statistics and stated that the human cost of what the statistics represented was not adequately considered, communicated, or discussed. Making sure that the voices of those struggling with the costs of environmental injustices are heard is key as is learning about how people in communities are defining and finding solutions that are culturally appropriate and economically and scientifically feasible.
INFO 310: Sustainability and Information Literacy
The students in INFO 310:
The students are mostly Juniors and Seniors from diverse majors and reflecting the diverse population at Cal State East Bay.
See Demographics Factbook for details.
Some Solutions:
For example, in the presenter’s class on environmental justice there is a unit on food justice. A student suggested including Ron Finley, the “Guerrilla Gardener” from LA. So the unit was expanded to include his work and this content has become a regular feature of the course.
Another student suggested adding more information about immigrant farmers in California to a unit on exposure to toxic chemicals which had focused more on redlining. So this information was added to that unit.
More solutions: Be accessible
Get to class early; stay late: some students will not go to formal office hours but will talk to you in a more informal space.
Continue the Pandemic ethos: : cut students some slack; understand the stuff they are going through…
Tailor your approach to what the particular student needs:
More Solutions: the Syllabus
Anti-racist pedagogy may begin with your syllabus which can outline acceptable behaviors, set the tone, declare the intent and purpose of the course as a course which emphasizes the principles of anti-racist and/or abolitionist teaching.
Sample Statement from Syllabus:
This class will provide students with a positive atmosphere to learn and discuss concepts related to environmental justice, sustainability, and climate change. We will be anti-racist in our approach, always acknowledging the role of racism both in the underlying causes of the environmental justice and climate justice crisis, but also in how environmentalism and sustainability has included racist tenets in the past, persisting into the present day.
We will consider racism against Black and Brown people when looking at the causes, consequences, and solutions to the climate change crisis and other environmental justice issues, including food justice, and health justice. We will consider all forms of discrimination relevant to our discussions of environmental justice.
Continued
Our class will pay close attention to the intersectionality of environmental justice and consider the unique features environmental justice apparent in the narratives of indigenous peoples. We will consider how the need to dismantle institutional racism and white supremacy is an essential element of any or all solutions to our environmental justice and climate change crises.
We will promote inclusive discussions and honor lived experiences as valued sources of knowledge in our classroom.
Link to full INFO 310 syllabus
Some elements to consider including in an anti-racist syllabus:
Research Paper Assignment
2. Second Writing Assignment: Environmental Justice paper 150 total; (100 pts. +10 for topic; 15 points for outline, 25 points for rough draft): topic due week 8; Outline due week 9 Draft week 11, Final draft due week 14;
Research and analyze the effect of climate change or another major environmental issue on a particular region, community or group. Examples of environmental or climate change issues include:
· Unusual weather patterns droughts, forest fires
· Flooding due to sea level rise
· Deforestation, loss of ecological habitat traditional hunting land
· Ecological changes causing forced changes in lifestyle
· Toxicity in water, air, environment
· Absence of access to healthy food, health care, safe conditions
· Urban crowding, living conditions, health, extreme heat.
Continued
You can look at environmental/climate justice issues in general for the group you are focusing on or in relation to a particular environmental stressor or event. Possible topics include:
o North Dakota Pipeline’s effect on the Lakota
o Hurricane Katrina’s effect on African Americans,
o Effect of loss of salmon and whale habitat for the Inuit,
o Forced reliance on GMO seeds by farmers in India
o Polluted drinking water and its effect on poorer communities such as many reservations and towns in economically challenged areas, such as Flint Michigan
o Covid-19 disproportionate effects on communities of color
o Forced relocations due to dams, for example on the Yangtze river in China
o Health effects on indigenous people due to loss of traditional food sources
o Effects of deforestation, soil erosion, air pollution, etc. on any particular community
o Food “deserts” in urban areas and effects on health
o Location of industries, freeways, toxic waste sites in places primarily occupied by communities of color and/or poor communities.
o Systematic reduction of land owned by native Hawaiians in Hawaii with implications for traditional uses of the land for food, religious and cultural purposes; including the current Mauna Kea controversy
I
Continued
If appropriate, consider the differences between the effects of climate change/environmental situation and the degree of contribution of the group to either. Include the larger context within which the specific situation exists, showing connections between the “E”'s of sustainability: social justice, the environment and economics. Also, consider various perspectives of members of this group, including political, cultural, and/or religious. Consider the situation from an environmental justice perspective and analyze through group’s experiences with sustainability. Include scientific and scholarly work and data as evidence. Also consider the historical power structures that have contributed to the situation, especially racist and/or discriminatory policies.
Finally consider possible solutions from the perspective of those most affected.
The paper should be 7-8 pages minimum. You may use course readings, course materials, and your own sources. Eight to ten sources minimum must be listed in the bibliography and referred to in the text of the paper. Half must be from the Library websites and 3 must be scholarly sources.
Example Case studies that bring out the connection between racism and environmental justice
Mauna Kea Telescope, impact on Native Hawaiians.
Keystone Pipeline, environmental impacts on indigenous people.
North Dakota Pipeline, impact on Lakota and other Native Nations
Hurricane Katrina in New Orleans impact on Ward Nine and others
Hurricane Maria In Puerto Rico impact on residents, lack of resources sent by US government.
Redlining and food justice; Native American Reservations and food justice/health justice
Redlining in any urban area and placement of waste treatment plants, industry, freeways, lack of green areas, etc..
Continued
Marshall Islands & sea level rise, potential for mass forced migration.
Impacts of climate change on the Inuit, Maasai, or Maori or other indigenous peoples including in the Amazon Basin and other areas of extreme impact.
Flint Water Crisis, especially how it impacted lower income people including communities of color
Ojibwe people’s lawsuit to preserve their wild rice against incursion by Monsanto’s GMO rice.
Impact of forest fires on vulnerable populations
Differences in Covid-19 impacts, including accessibility to vaccines health care and health information by population groups.
Impact of pesticides on farm workers and families; impact on of fire smoke and Covid also on this population.
Rubric for Research Paper
ILO Sustainability Rubric Draft 9-20-18 Project Faculty Group
Description: Cal State East Bay envisions “a sustainable future that ensures environmental integrity, economic vitality, and a just society for present and future generations” and graduates who will be able to act responsibly and sustainably at local, national, and global levels and in their personal and professional lives.
Identifies and describes key threats to global environmental sustainability and opportunities that arise from addressing these threats; provides supporting examples/evidence
2. Interconnectedness:
Articulates the interconnectedness between economic well-being, social equity, and environmental quality; provides supporting examples/evidence
Rubric Cont.
3. The Science:
Applies systems-thinking / scientific concepts to describe how interactions between humans and natural systems affect sustainability; provides supporting examples/evidence
4. Social Factors:
Analyzes and explains how social factors (e.g. historic/political/cultural) affect sustainability from different stakeholder perspectives; provides supporting examples/evidence
5. Agency:
Identifies and describes individual and collective means (e.g. personal choice, voting, law, policy, community action) to address one or more major sustainability issues
Assessment address achievement gap for Pell Grant, URM, and First Gen students
Grade Equity Gap: URM* students
At Cal State East Bay all GE courses are tracked for Equity Gaps.
INFO 310 has so far had no Equity Gap, meaning URM average grades are the same as non-URM.
*URM: Underrepresented Minority Students
Link a proactive anti-racist stance to curbing climate change, moving toward carbon neutrality, and creating an environmentally just world
Students can develop a perspective on the connections between being an anti -racist and a fighter for climate and environmental justice and a protector of the earth’s resources and decide what they can do individually and collectively to move forward on these goals through personal responsibility and an understanding of the science guiding environmental efforts and respect for all cultures and willingness to hear the perspectives of others.
Flexible Assessment
INFO 310 has a range of assignments that allow students showcase their particular skills, and knowledge. This course includes:
are also part of the course credits. This range of projects and the way points are allocated for grades, allows for students to have a degree of choice in the kind of work they focus on. Also the assignments encourage reporting on students experiences and community perspectives as part of the content for their papers.
Class Survey Assignment: Builds community within the class
Students create and implement a survey to determine student attitudes and knowledge in several key areas:
LInk to survey
Other key assignments in the course
First Essay: Analyze the Climate Change debate or another controversial environmental issue using critical discourse analysis* which allows students to consider the historical racial, political, and cultural underpinnings of the debate.
We read:
Other course materials include Ted talks, videos, articles, from a wide range of perspectives.
*Critical discourse analysis (CDA) is a qualitative analytical approach for critically describing, interpreting, and explaining the ways in which discourses construct, maintain, and legitimize social inequalities.
Last course assignment: Sustainability Proposal Assignment
Students explore a real-life situation that they would like to change at any organization they ar familiar with, such as Cal State East Bay, a work or volunteer organization.
They research the problem and create a policy or program, etc… to implement the desired sustainability related change.
They have an opportunity to apply what they have been learning about in the course to a real situation and reflect on how they can be agents for change.
Example: One student created a proposal to improve accessibility in her condo development to help who mother who had limited mobility.
Anti-racist pedagogy and sustainability related assignments: Information literacy perspective
Evaluation of sources. (From the Association of College Research Libraries: Framework for Information LIteracy); Threshold Concept:
“Authority Is Constructed and Contextual”
When students gather information for class discussion questions, papers, and presentations, discuss the power relations behind information generated from various sources and include a discussion of the discourse that surrounds it, instead of only considering peer review for gauging the reliability of a source.
Also consider how knowledge is constructed in various communities and how cultural, religious, and political beliefs may contribute to views on sustainability and climate change.
LIbrary faculty can aid in empowering student to find a wide range of diverse sources from library databases and other sources and aid in understanding how these sources are produced, disseminated, and valued
Science Information Literacy
Information Literacy: Resources for Anti-Racist Pedagogy & Sustainability
Examples from CSU East Bay Library:
https://library.csueastbay.edu/antiracism
https://library.csueastbay.edu/sustainability
Including two new sustainability related databases:
Agricultural and Environmental Science Collection and Environmental Complete.
Ethnic Studies Databases
Integrate Ehtnic Studies Library Resources into the course: for example at CSU East Bay, we added many new databases related to Ethnic Studies and useful in Sustainability Overlay courses:
https://library.csueastbay.edu/az.php
Future Research
Explore links between information literacy (research skills) instruction and student use of a wide range of credible sources in their paper.
How does the anti-racist perspective inform choice of sources?
Compare scores on reflective research assignment and a bibliographic analysis of student papers and rubric scores.
Explore to what extent students are learning how to evaluate information from an anti-racist persepctive such as understanding how the history of racism impacts knowlwdge production in various disciplines.
Pedagogy recommendation
Add in community engagement and/or service learning to the course as a high-impact practice:
Note at the CSU: community engagement is usually an optional assignment and less formal
Service learning is usually a large component of the course and is not optional
Plan:
Pedagogy continued
Best practices for Group work:
Breakout Room Questions: (5-10 minutes)
Any Questions?
Contact Information:
Sharon Radcliff
Library Faculty California State University East Bay
Sustainability Liaison Officer (SULO) for 2021/22 & 2022/24
Chair Academic Senate Sustainability Committee 2021/22
Sharon.Radcliff@csueastbay.edu