Syllabi in Environment and Society
Short profiles of university and course syllabi, and collaborative syllabi projects on Environment and Society.
environmentalism
Taylor, Bron, "Radical Environmentalism’s Print History: From Earth First! to Wild Earth"
In this essay (updated in 2019), Bron Taylor offers background about the events that gave rise to the Earth First! movement and reviews some of the watershed moments in its history, including its print publications.
"Asbestos: Inside and Outside, Toxic and Haptic"
In this article, Sasha Litvintseva examines the history and materiality of asbestos to theorize toxic embodiment through the mutuality of the haptic sense and the breaching of boundaries of inside and outside. She develops this through an analysis of her own film project Asbestos (2016), shot at the mining town of Asbestos, Quebec.
Lessons from the Last Continent: Science, Emotion, and the Relevance of History
Shortis suggests that the World Park Antarctica campaign offers a positive example of an environmental campaign that includes but does not center scientific authority.
Managing Tourism and Environmental Protection in Lake Ohrid in the 1970s and 1980s
Arcadia, Summer 2019, no. 25
A Story of Two Parks: Historical Roots of Environmentalism under Authoritarian Regimes in Twenty-First Century Europe
Review of Green Wars by Megan Ybarra
Anja Nygren reviews the 2017 book Green Wars: Colonization and Conservation in the Maya Forest by Megan Ybarra.
The Founding of the Danish Environmental Movement NOAH
Arcadia, Summer 2019, no. 18
"Art, Trees, and the Enchantment of the Anthropocene: Caroline Wendling’s White Wood"
Considering Caroline Wendling’s living artwork White Wood (2014) in northeast Scotland, the author examines the relationship between deep time, ecology, and enchantment.
"Inorganic Becomings: Situating the Anthropocene in Puchuncaví"
The authors detail their experience of Puchuncavi, the largest, oldest, and most polluting industrial area in Chile. They approach it from a multidisciplinary viewpoint as an experience of the Anthropocene and advocate for an enhanced pedagogy of care born of our inherited pasts and of engagement, interest, and becoming as response-ability.