Saturday, February 23, 2008

"Can I Have a Say in Our Future?" Forum

"Can I Have a Say in Our Future?" Forum
Sounds right up some of our alleys...


Speakers include Tony Clarke, Peter Victor, Bill Vanderberg, Eduardo Sousa, Jocelyn Thorpe, and Lois Wilson

Fri. Feb. 29, 1-5pm, in the OISE auditorium (ground floor?)

http://scienceforpeace.sa.utoronto.ca/forum-08
for more info...

Thursday, February 21, 2008

Responding to Freire: a beginning

It’s hard to comment on Freire when I haven’t read what I imagine to be a library of responses to his work. So I don’t know if I’m repeating what others have already said or adding something new. I know from reading postings on the website (http://www.oise.utoronto.ca/research/edu20/) that there are common themes in people’s reaction to his work, and I too address some of these themes. I think within the context of the website, at least, what I have to say should be of interest. It certainly has been helpful for me to have this site to post my thoughts and thereby engage further with Paulo Freire and those sharing an interest in his work. Also, my post is a little different from the others in that it’s not so much a book review as it is a response to what I see as problems and opportunities for using Freire’s work to develop an approach to understanding human-nature relations today.

Education, for Paulo Freire, had to be an emancipatory force, one that would contribute to human development. His goal was to help illiterate people learn how to use language to engage with the “themes of their time.” In setting parameters for this educational project Freire articulated a set of inter-related distinctions between culture and nature, people and animals, the rational and the emotional, the causal and the magical, communication and extension, among others. These distinctions gave meaning and direction to Freire’s work, and other scholars have raised important criticisms about them. What seems to be missing, however, is an explanation as to why Freire’s framework continues to have widespread appeal: people around the world – in conditions that are likely quite different from those that influenced Freire – continue to be inspired by his methodology and vision. This paper considers the core distinctions of Freire’s theoretical framework, some problems associated with them, and why the framework continues to inspire scholars. In particular, I’m interested in the contributions that Freire’s framework might make to current debates within the pedagogy of environmental studies and transforming human-nature relations.

A set of inter-related distinctions

Freire believed that education ought to contribute to human development. Making sense of this development required a way of distinguishing between different states of human existence—a progression along a spectrum with degrees of human liberation. First, to define the spectrum itself, Freire needed to establish something concrete about what it meant to be human. He turned to a distinction between humans and animals. While animal behaviour could be best understood as a reflex to the world, humans related to the world through culture: humans had the unique ability to make sense of the world and to intervene in reality—to transform it. It was this human capacity for reflection, decision-making – in short consciousness – that Freire wanted to develop.

Next, Freire distinguished between different states of consciousness, suggesting that some states were further along the path towards critical consciousness than others. On the one end of this spectrum there was “semi-intransitivity of consciousness,” a state of limited comprehension of one’s immediate surroundings where “[m]en [sic] confuse their perceptions of the objects and challenges of the environment, and fall prey to magical explanations because they cannot apprehend true causality” (Freire 1973: 17). “Naïve transitivity” was not much better, “characterized by an over-simplification of problems; by a nostalgia for the past; by underestimation of the common man; by a strong tendency to gregariousness; [....]"

Wednesday, February 20, 2008

CFP: Race, Environment, and Representation - Deadline Apr. 15

“Race, Environment, and Representation”
Special issue of: Discourse: Journal for Theoretical Studies in Media and Culture

Originally posted on H-Net: http://www.h-net.org/announce/show.cgi?ID=160956

This special issue of Discourse will present interdisciplinary scholarship that examines the intersection of the environment, race, and representational practices. It aims to redress the lack of conversation between critical race studies, ecocriticism, and media studies. This important conversation can be more fully opened by exploring some of the following questions: How are environment and race both, in the terms of Lawrence Buell, mutually constructed, shaped by the material world and the world of discourse? How does the concept of “environment” inform the work of ethnic authors who are often concerned with urban, industrial, and agricultural landscapes overlooked or shunned by conservation-oriented environmentalists? How have artists and critics responded to the emergence of a more socially oriented discourse and practice of environmental justice? What aesthetic forms and strategies can represent the burdens of pollution, health, and structural violence that are inflicted upon different groups, often with effects that seem invisible, temporally remote, or geographically removed?

We invite essays from a broad a range of scholars and methodologies on topics such as ethnic studies, cultural geography, visual culture, urban history, philosophy, literary criticism, American studies, environmental history, and anthropology. In bringing together diverse approaches to the problems posed by race, environmental justice, and cultural mediation, the issue will explore how attending to the uneven distribution of environmental burdens might enable political coalitions and aesthetic practices that move beyond, without leaving behind, local struggles and the politics of identity that have characterized many aspects of both environmentalism and antiracist discourses.

We understand the key terms of our title – race, environment, and representation – broadly. With respect to race we are interested in extending the critical conversation about the environment to more fully address how historically sedimented racial groups—including whites—intersect with issues of location (i.e., in environmentally impacted, disinvested urban areas or in overseas regions affected by toxic dumping) and access (i.e., to health care, education, and pesticide-free products). By environment we mean not only places commonly represented as “natural” and “wild” – thus the usual targets of environmentalism – but also cities, suburbs, and working landscapes. While we are convinced by poststructuralist arguments that understandings of nature are always matters of representation and not merely scientific fact, we are especially interested in how particular representational practices mediate experiences of nature and the environment.

Possible topics might include, but should by no means by limited to:
--visual representations of intangible, invisible environmental “body burdens”
--the racial politics of urban/suburban design
--how media have been mobilized to create translocal imagined communities among differently situated grassroots activists (and even across species lines)
--intersections between environmental justice and emerging scholarship on biopower, or, in Nikolas Rose’s phrase, “the politics of life itself”
--social aspects of environmental art or earthworks
--intersections of religion, environmentalism, and race
--Review essays on books such as The Environmental Justice Reader (ed. Adamson, Evans, and Stein); Race, Nature, and the Politics of Difference (ed. Moore, Pandian, and Kosek); The Quest for Environmental Justice (Bullard); Noxious New York (Sze); and The Future of Environmental Criticism (Buell).

Articles should be a maximum of 7,500 words in length, and formatted in Chicago style. Interested contributors please send an abstract (max. of 500 words) by 15 April 2008. The deadline for receipt of articles will be 15 July 2008. We welcome any questions. Please email all materials and queries to Discourse Guest Editors, Mark Feldman (markfeld@stanford.edu) and Hsuan L. Hsu (hsuan.hsu@yale.edu).

Tuesday, February 19, 2008

stream - sfu grad journal

description below; contact stream.journal@gmail.com for more info, or add the FB group:
http://www.facebook.com/group.php?gid=9901024427
Stream is an E-Journal. The goal is to create a peer-reviewed journal for graduate students to submit their work, which encompasses three often-overlapping ‘streams’ of concentration: Culture, Technology & Politics. We hope that this student initiative will become a space for graduate students to publish new work and expand upon new ideas, contributing to a thriving graduate intellectual culture.

Submissions will be selected through a double-blind review process, and should be submitted electronically to facilitate the editing and publishing process. Papers should fit into one of the proposed streams, but we invite contributors to challenge their conceptions of these subjects with innovative takes on these fields.

Notes to Contributors:

Papers should be 15-20 pages in length and submitted via email in Word (.doc) or RTF (.txt) format. Manuscripts are expected to be the original work of the author and should use Canadian English, be double spaced and cited according to APA style.

Although the purpose of the journal is to encourage academic dialogue between streams, we ask that authors select between culture, politics, and technology, when submitting manuscripts in order to facilitate the editing process.

As this journal will be housed exclusively online, we encourage authors to include images, videos, sound and any other electronic media in their submissions. Please contact our Production Manager to check the compatibility of our programs with your particular media needs.

Tuesday, February 12, 2008

CFP: The Journal of Ecopedagogy

Green Theory & Praxis

The Journal of Ecopedagogy is proud to announce both a general Call for Papers for its upcoming June and December issues and its recent move from California State University,Fresno to a new home as the flagship journal of the Ecopedagogy Association International. Please visit us at http://greentheoryandpraxis.org.

Green Theory & Praxis represents a scholarly effort to present research papers and essays at the transformative nexus of ecological politics and culture, social structures, sustainability education and ecocriticism. The editorial board of the journal takes the position that many human societies and their attendant political economy and cultural norms depart strikingly from what is needed to maintain ecological harmony and planetary/species flourishing. The journal seeks to offer a forum for careful study of the theoretical and rhetorical positions, political and economic adjustments, behavioral and institutional alterations, pedagogical and cultural mobilizations, and spiritual emergences that will or should emerge in response to increasing ecological damage of both a physical and psychic nature. We seek critical analysis of the root causes of various ecological crises and to link theory to concrete prospects for social change through pedagogy broadly conceived. Given the scope and complexity of our approach, we anticipate transdisciplinary research papers, and we invite scholars and activists from countries throughout the world to submit manuscripts for peer review.

Monday, February 11, 2008

CFPs a plenty

thinking about how to find out about calls for papers (CFPs) that i might not otherwise hear about. searched google and, apart from a number of links to pages about "certified financial planners" or "canadian family physician," came up with the wikipedia article on the subject. in it's infinite wisdom (no reification intended), i was externally linked to eventseer.net.

good lord! never more for want of a CFP any day of the year, any place in the world, methinks...

all kinds of disciplines, all kinds of minds: positivists and relativists, ethnographers and ecologists, Marxists and neo-luddites, Baudrillardians and Benjaminians alike.

trouble is to search through it all for something relevant (as nice as adaptive hypermedia systems and adaptive information agents sound as categories, i think i'd have better luck with adaptive learning—then again, maybe not).

ugg—what a headache. here's one for humanities/social sciences... http://www.h-net.org/announce/

For Chrisa Snow

I was thinking of newsletters that I'm signed up with (as if I actually read half of them anyway) and this one seemed that could be interesting for you: new economics foundation (nef). It is Europe-based, but then again, there is nothing wrong with Europeans.

Plus they have a fellowship programme:

nef (the new economics foundation) and the International Institute for Environment and Development (IIED) are launching a Fellowship Programme to add to new thinking on the challenges of applying economics to environment and development.

The inaugural nef-IIED Fellowship prize will be awarded to an outstanding researcher through a competitive process. The Fellowship will be full-time, for a duration of four months and the successful candidate will divide their time between nef and IIED. This is an exciting opportunity for someone to make a real contribution to both theory and practice: to both help frame the debate and chart the way forward, and to play a part in moving us from an unsustainable to a more sustainable economic system.

The successful candidate will receive a bursary of up to £15,000 on successful completion of the four-month project.

Saturday, February 9, 2008

Get them while they are hot

The Canadian Journal of Environmental Education is currently looking for book reviews for the following titles. This merits a CFP label, I believe.

1. Fennell, David. (2008). Ecotourism (3rd ed.). London: Routledge. 282 pp.

2. Henderson, Bob, & Vikander, Nils (Eds.). (2007). Nature First: Outdoor Life the Friluftsliv Way. Toronto: Natural Heritage Books. 322 pp.

3. Hutchison, David. (2004). A Natural History of Place in Education. New York: Teachers College Press. 170 pp.

4. Moore, Ronald. (2007). Natural Beauty: A Theory of Aesthetics Beyond the Arts. Peterborough: Broadview Press. 272 pp.

5. Reid, Alan, Jensen, Bjarne Bruun, Nikel, Jutta, & Simovska, Venka (Eds.). (2008). Participation and Learning: Perspectives on Education and the Environment, Health and Sustainability. Dordrecht: Springer. 346 pp.

6. Ricou, Laurie. (2007). Salal: Listening for the Northwest Understory. Edmonton: NeWest Press. 263 pp.

7. Strauss, Rochelle. (2007). One Well: The Story of Water on Earth. Toronto: Kids Can Press. 32 pp.

8. Wals, Arjen E.J. (Ed.). (2007). Social learning towards a sustainable world. Wageningen: Wageningen Academic Publishers. 540 pp.

For more information and to get copies of the books: http://cjee.gavan.ca/

survey from SSHRC on my funding

so in 2004 i was awarded a canada graduate scholarship (cgs) from the social sciences and humanities research council of canada in the amount of $17,500 for a year of my studies. not bad! i was hoping to get something more than a support bursary from ryerson the following year, but what can you do.

anyway, this morning i got a follow up email about a survey for scholarship recipients. a bunch of questions later (and there really were a lot of questions) i filled in the final "what are your comments?" box with the following response in an attempt to highlight a certain tendency and set of assumptions the survey (and in part the program) sshrc has about what grad research is. (so if they change funding in significant ways, particularly in ways i proposed, you have me to thank.) Anyway, my response is here:

"More funding needed to support graduate work that seeks to initiate autonomous research during grad studies, and continue it in community-based and non-profit settings following from graduation; the focus on "finding work" in this survey (and perhaps in the funding model more generally) cleaves a little too closely to the idea that grad work is merely another form of "job training," neglecting that this research may also lead to community/cultural leadership development, or other forms of social or collectivized knowledge production which exists outside a predominantly corporate domain."

Friday, February 8, 2008

I don't know who Chrissy Snow is

SAGE Magazine seeks submissions of environmental-themed writing and art for its upcoming spring issue (#5)! SAGE is a student-run publication based in the Yale School of Forestry & Environmental Studies. Its mission is to expand notions of environmentalism and mainstream communication about environmental issues.

SAGE offers a delightfully non-exclusive approach to environmental information, incorporating humor, art, culture, and cleverness in a way that engages those beyond the traditional "environmental movement." It is journalistic, chatty and creative, and appeals to anyone who cares about the world. WritingThe content of SAGE is eclectic, with articles about food alongside technology and politics. The magazine needs short and long works for its six departments (listed below). Sample story ideas are also included as suggestions; feel free to select a topic from the list or craft your own. Check out some previous issues online to get a better sense of the departments (http://environment.yale.edu/sagemagazine).

If you have a story idea and you're wondering where it might fit, or if you have any other questions about writing for SAGE, please email the editors at sagemagazine@gmail.com.
Art SAGE seeks original photography, drawings, painting, collages, digital art, poetry, or whatever else your imagination can produce. Art is sprinkled throughout the written content of the magazine, but SAGE may also profile artists by combining several works into a short feature.

If you have artwork to submit, please email art editor Kate Boicourt ( katharine.boicourt@yale.edu) with your original creations. You may submit low-res jpg, pdf, or tiff versions initally; if commissioned, our preferred format is a 300 dpi CMYK TIFF file.
The final deadline for all submissions of writing and artwork is Friday, March 29.

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Departments:

Out and Around: 500-700 words, lively and concise. Stories on newsy current events, local and global in scope. Inspiration: The Talk of the Town from The New Yorker.

Past examples: China's eco-cities, a profile of No Impact Man, California's climate change initiative.

Story ideas: 1. BioSub: profile of a man who built a sustainable submarine from a recycled train car. 2. Air pollution abatement at the Beijing Olympics: The challenge and the politics. 3. Case study of a greening city. 4. Water shortages in the southeastern U.S.

Materials: 600-700 words. An engaging look at the environmental implications of basic, pervasive materials.

Past examples: jatropha, plastic, diamonds, açaí.

Story Ideas: 1. Nano-composites: They promise miniscule computers and self-washing clothes. But just how green is minitech? 2. Copper: Ubiquitous but increasingly costly. How much do we have left? 3. Uranium and its depleted stepsister: where does it come from and where does it go?
4. Bisphenol-A and other hormone disruptors: That plastic water bottle may be doing more than just storing your water. 5. Building materials and/or insulation: Leaky houses, lax standards. How can materials help improve efficiency? 6. Cosmetics: How luscious is your lipstick? How "eco" is your eyeliner? Dive into the eco-histories of modern cosmetics, perhaps focusing on a particular product and its green alternative.

Innovations: 600-700 words. A look at the environmental implications of human technological experimentation. Past examples: biomimicry, toilets, mycorrhizal fungi, nanotech.

Story Ideas: 1. Computer chips made of chicken feathers. 2. Designed for reuse: Wal-Mart builds a store to later become an apartment building. 3. Floating on the wind: Turbines tethered at sea. 4. Green cemeteries: Who said death wasn't sustainable? 5. Light bulbs: The next generation.

Food for Thought: 450-550 words. Examining the connections between environmental trends and food production, marketing, and consumption.

Past examples: seasonal foods, organics go corporate, farm subsidies and the WTO.

Story Ideas:1. Palm oil in prepared foods: Local health, global emissions.2. Biotechnology: What's really in your corn, and who owns it?3. Trans-fat: The health and politics of partially hydrogenated oil.3. Urban farming/vertical farming initiatives.

Features: 1200-6000 words. An in-depth exploration of a current environmental challenge, trend or story.

Past examples: greening a Palestinian refugee camp, the life cycle of high tech waste, wood-burning stoves in developing countries, environmental destruction in Kashmir, transnational traffic of hazardous waste.

Story Ideas:1. Recycling: Where do those blue boxes send your trash when it leaves the curb?2. Politics: The environmental truth behind the glossy rhetoric.Photo Essays: 600 words (120 words/photo). Feature topics can also take the form of photo essays if you have striking images to go along with your (shortened) narrative.

The Cabbage: Up to 500 words. One of the best sources for 100% fabricated environmental news, according to the American Academy of American Academies! No relation at all to any other pungent vegetables.

Past examples: Corporate toxins rescue the planet from climate change, Donald Rumsfeld starts whale conservation non-profit, scientists solve climate change problem by making name way scarier.

http://environment.yale.edu/sagemagazine