Environmentalism and the Poor

Noah Hutton, Director of “Deep Time”

This summer, the Middlebury School of the Environment will welcome director Noah Hutton for a public showing of his 2015 film, Deep Time.”

Deep TimeThe themes exposed in this acclaimed documentary perfectly blend with those of the MSoE: “Ancient oceans teeming with life, Norwegian settlers, Native Americans and multinational oil corporations find intimacy in deep time. Following up his 2009 feature Crude Independence (SXSW), Deep Time is director Noah Hutton’s ethereal portrait of the landowners, state officials, and oil workers at the center of the most prolific oil boom on the planet for the past six years. With a new focus on the relationship of the indigenous peoples of North Dakota to their surging fossil wealth, Deep Time casts the ongoing boom in the context of paleo-cycles, climate change, and the dark ecology of the future” (adapted from the film’s web site).

Deep Time has been well received by critics and audiences alike.  It won the Special Jury Award at the 2015 Environmental Film Festival at Yale, as well as the Jury Award for Documentary Features at the 2016 Wild and Scenic Film Festival.

We’re excited to have Noah Hutton join us for the screening, which will be followed by an open Q&A with the audience to explore both the subject of the film and the craft of film production.

The screening will be held on July 19th, 7:30 pm in Dana Auditorium on the Middlebury College campus.  The film is free and open to the public, and we hope you will be able to join us.

Gregory Rosenthal (SoE faculty ’14) Wins National Dissertation Prize

Gregory RosenthalGregory Rosenthal, who was a member of the inaugural faculty of the Middlebury School of the Environment in 2014 and who earned his PhD in History from Stony Brook University in 2015, has been awarded the Rachel Carson Prize for Best Dissertation from the American Society for Environmental History (ASEH).

As noted by the Rachel Carson Prize committee, Rosenthal’s dissertation, “Hawaiians who Left Hawai’i: Work, Body, and Environment in the Pacific World, 1786-1876,” is a “very compelling narrative, which brings a new insight into the meanings of circulation and the making of economies and environments. It excels across the categories used in our evaluation: writing, research and documentation, analysis, and contribution to the field.”

In 2014, Gregory taught “Environmentalism and the Poor,” a seminar that explored the diverse “environmentalisms” that are practiced by both “first worlders” and “third worlders,” by both rich and poor, both workers and capitalists, between the global north and the global south as well as within small-town communities, villages, and cities across the world.”  In addition, he co-taught “Understanding Place: Lake Champlain” with Steve Trombulak, and together they guided the students through the interplay between cultural and natural narratives of place.  Gregory returned to the MSoE in 2015 to present a workshop on environmentalism and the poor, emphasizing the key themes in his previous summer’s elective course.

Gregory is now an assistant professor of public history at Roanoke College in Salem, Virginia. His winning dissertation is a history of Native Hawaiian migrant labor in the 19th-century trans-Pacific economy. He has published in Environmental History, World History Bulletin, and Perspectives on History, and is the recipient of awards from the American Council of Learned Societies, the American Historical Association, the Huntington Library, the Bancroft Library, and the Massachusetts Historical Society.

He is also the co-author of “Many Environmentalisms, From New York to Kabul, From the Past to the Present,” published in Solutions (May-June 2015: 72-76), written with Marjeela Basij-Rasik (MSoE ’14) and based on work that emerged from the MSoE elective.

(Reference: Portions of this text were adapted from a press release published in Stony Brook Matters: news for alumni and friends.)

Forms of Environmental Resistance

What is the “environmentalism of the poor”? This summer, students in my course “Environmentalism and the Poor” worked toward developing a set of answers to this question. We have written a short document, “Forms of Working-Class / Peasant Environmental Resistance,” which you can download here. We hope that scholars and activists will find this document thought-provoking. We welcome any and all readers’ feedback.

Also, you can download the syllabus for “Environmentalism and the Poor” here.

Gregory Rosenthal, in his own words

Last week, the faculty of the Middlebury School of the Environment convened on campus for a two-day retreat to discuss our courses and co-curricular programing for the coming summer.  We took advantage of Gregory Rosenthal being here to talk with him about his thoughts on environmental humanities, globalism and poverty, and his courses for the School.  Check out the video that emerged from the interview.  I think you’ll agree that he will bring an exciting perspective to the School this summer!

Gregory Rosenthal interview screen grab

Whose Environments Matter?

Delhi, India (1973).Source: http://commons.wikimedia.org/wiki/File:1973_Delhi_Slum.jpg

Delhi, India (1973)
Source: http://commons.wikimedia.org/wiki/File:1973_Delhi_Slum.jpg

I just put down Mike Davis’ haunting book about urban poverty, Planet of Slums. (We will likely be reading another of Davis’ fine books this summer in my elective course, “Environmentalism and the Poor.”) In Planet of Slums, Davis recounts the late twentieth-century history of how “second world” and “third world” states—lured on by “first world” incentives—adopted neoliberal privatization schemes that dispossessed the rural poor and sent hundreds of millions of people flying into outsized urban ghettos. World poverty is now more an urban phenomena than a rural one, Davis writes, and more humans today live in “slums” than at any other time in human history.

This leads me, an environmental historian, to wonder: whose environments matter? What I mean is: when we talk about “environmental” issues, or we engage in debates over how best to protect the “environment,” whose environments are we really talking about? Do we care most about protecting flora and fauna, air quality and water quality, work environments, slums? And what do we mean by “protection”? Protection from whom? In his book Crimes Against Nature, historian Karl Jacoby shows that late nineteenth-century efforts to protect wilderness in the United States really amounted to a class war: a series of battles waged by affluent conservationists against the poor people who already lived and worked within those woods. Creating “wilderness,” Jacoby reasons, necessitated removing indigenous and working-class peoples first. This same theme was echoed in Ramachandra Guha’s aptly titled classic, The Unquiet Woods, about indigenous and working-class resistance to forest conservation in India. The take-away here is that whenever we think about “environment,” we ought to ask “whose environment” and then we might try and listen and see if we can’t hear the “unquiet” of those marginalized peoples whose ideas about “environment” perhaps differ from our own.

But the question “whose environments matter” does not simply apply to woods and waters, the traditional subject matter of environmental scientists, humanists, and policy makers. This question also forces us to reconsider which (and whose) environments are most worthy of our attention. In Planet of Slums, Davis’ chapter “Slum Ecology” does just that. The writer takes us inside of the world’s worst concentrations of urban poverty to understand how slums environments work. They are geographically situated on top of fault lines, on eroded and unstable hillsides, and in stagnant bottomlands where untreated water is never flushed out and the “modern” convenience of toilets is almost wholly unknown. Slum environments, Davis writes, are unusually prone to deadly fires, rampant disease epidemics, and worst of all, unbridled military and police repression. States love to “clean up” slums—U.S. history is full of such examples—and poor people are consequently displaced over and over again in a cycle of violence, poverty, and economic and political marginalization.

But to understand the linkages among poverty, globalization, and the environment, it is not enough just to study (and seek to fix) slum environments. We also must understand what forces have caused—and continue to cause—the largest rural-to-urban mass migration in human history. This summer, I hope that we may read a short selection from Hsiao-Hung Pai’s recent book, Scattered Sand. Pai, a journalist, traveled for years among China’s “floating population”—the hundreds of millions of rural peasants who since economic reforms of the 1980s have left the countryside and moved into urban work environments. Environmental transformations—such as the commoditization and export of local resources, and even the creation of wilderness areas and the initiation of environmental management programs meant to provide clean air, water, and housing— have sometimes had crippling effects on the world’s poor: farmers dispossessed, locally-based economies ruined, and working peoples left in the cold with no social safety net to fall back on. Whereas Karl Marx theorized that capitalism would soon turn the world’s rural peasantry into a massive urban proletariat, Mike Davis, in Planet of Slums, suggests that in most cases, that never really happened. Instead, enclosure and dispossession led only to high levels of unemployment, informal “black market” economies, and megacity-sized slums.

For those of us who care about the “environment” and “environmental issues,” this line of thinking only leads to further questions rather than answers. Should we focus on urban, rural, or wild environments? Should we study plants, animals, or people? Land, water, or air? Where does the solution to global poverty lie? And how are terms such as “poverty,” “globalization,” and “capitalism” not only interconnected but also reified in the real-world environment around us? Can we see it in our local forests? Can we hear it in the song of the loon? Can we taste it in our morning coffee or feel it in the evening breeze? At the School of the Environment we will explore these questions.

Gregory Rosenthal, instructor in environmental humanities

Gregory RosenthalI am pleased to announce that Gregory Rosenthal, Ph.D. candidate in the Department of History at SUNY Stony Brook, will join the faculty in the School of the Environment, as an instructor in environmental humanities.  Gregory will teach a course entitled “Environmentalism and the Poor: Class-Conscious Histories of Globalization,” which he describes as follows:

Environmentalism used to be understood as the privilege of affluent “first worlders,” an exercise in protecting nature from those too uncivilized or too ignorant to care for it by themselves. But this is no longer the case. In the past several decades, environmentalists—and environmental historians who study the history of human-nature relationships—have begun to acknowledge and account for the diverse “environmentalisms” that are practiced by both “first worlders” and “third worlders,” by both rich and poor, by both workers and capitalists, between the global north and the global south as well as within small-town communities, villages, and cities across the world. That class is one of the key determinants in how different people experience and care for the environment is gaining acceptance among social scientists and is inspiring exciting new research in the field of environmental history. This course will explore the relationships among environmentalism, class, and power in human history, as well as the consequences of these relationships for poor and working class peoples. A class-conscious history of globalization—in which “globalization” is understood as the rise of a globallyinterwoven capitalist economy over the past two centuries—reveals the various ways in which “environmentalism” has served the powerful while impacting the less powerful. At the same time, we will examine the resistance strategies of working class peoples the world over, to see how environments can be reclaimed by and for the poor. We will work collectively in this class towards developing a “poor people’s environmentalism”: a blueprint for thinking about global nature and the responsibilities of the powerful and privileged in alleviating poverty and supporting poor people’s rights to, and in, the environment.

Gregory will also co-teach the course on “Interdisciplinary Understanding of Place: Lake Champlain,” bringing to this class his unique perspective on how historical perspectives on culture diversity and identity help illuminate the narratives that frame a comprehensive understanding of a landscape and its possible environmental futures.

We are  excited to have Gregory join us for the inaugural summer for the School of the Environment.  He specializes in global environmental history with a focus on migrant labor, indigenous peoples, and human-environment relations in historical perspective. At SUNY Stony Brook his Ph.D. research examines the history of Native Hawaiian migrant labor in the nineteenth-century global economy. He has published in Environmental History and World History Bulletin and received grants and fellowships from the American Historical Association, the Huntington Library, and the Bancroft Library at the University of California, Berkeley. In college, Gregory studied traditional Chinese music and indigenous ethnomusicology (and even attended Middlebury’s Chinese Language School). He holds a Masters degree in Public History from SUNY Albany and formerly served as Education Coordinator at the Thomas Cole National Historic Site in upstate New York. He also previously worked as a Park Ranger in New York City, and when not at Middlebury, Gregory continues to lead historic walking tours of Manhattan’s streets while also enjoying hiking, birding, swimming, and clamming in the city’s urban forests and coastal waters.

Gregory joins Steve Trombulak and Cat Ashcraft as a member of the full-time faculty in the School of the Environment, and will participate throughout the six-week session in creating the full immersion program we have planned.

Welcome!!

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