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Tuesday, October 24, 2017

Where is Decolonization in Environmental Justice?: Jaskiran Dhillon's Critique

I learned about the work of brilliant activist-scholar, Jaskiran Dhillon, at the Human Rights symposium in St. Louis October 11-12, 2017, the subject of my last blog post.  Dhillon is an assistant professor of Global Studies and Anthropology at the New School, and is from a tiny town in Treaty Six Cree Territory, Saskatchewan.   Raised by politicized parents, she quickly became involved in decolonial activism, and does this work across the globe, particularly in Canada and Burma and, recently, in solidarity with Standing Rock.  Author of Prairie Rising: Indigenous Youth, Decolonization, and the Politics of Intervention, Dhillon gave a plenary talk at the Human Rights symposium that developed an anti-colonial critique of environmental justice. 

A couple of random highlights:

·      Voicing a position I have a hard time conveying to my environmentalist students, Dhillon is suspicious of the new craze to integrate Traditional Ecological Knowledge (TEK) into Climate Change science and policy.  She reminded me that TEK is not a knowledge “resource,” as the language in the documents of federal agencies describes it, but rather an action word—it’s something that people do, not know.  The language of TEK as “resource” sets up TEK to be yet another thing to colonize for the purposes of settler-culture’s desire to adapt and survive climate change.  The “discovery” of the value of TEK on the heels of centuries of assimilation and oppression attests to the fact that settler culture only cares about indigenous ways when it suits their own agendas.  The potential for abuses of TEK and the communities that embody it—in the name of dominant white cultures battling or surviving climate change, while indigenous communities continue to bear the brunt of extraction politics—are high.  Dhillon asks, “whose interests are served when TEK is extracted in service of climate recovery?”, and says the problem is that the appropriation of TEK to protect “all of us” is not linked to the broader goals of indigenous sovereignty or dismantling settler colonialism.

·      Environmental justice (EJ) isn’t a useful term for indigenous movements, in part because it identifies the first race-based environmental abuses in the 1970s, with Love Canal and as documented by Robert Bullard’s Dumping in Dixie.  The origin story of EJ in the US ties it to the Civil Rights movement, whereas indigenous communities have been experiencing race-based environmental exploitation “since 1492.”  Also, for indigenous communities, colonization is above all an act of environmental violence. If we historicize the 1970s as the birth of EJ, we yet again erase indigenous history in the U.S. Alternatively, maybe EJ is just something else—not just a way to describe links between racial injustice and environmental degradation.  I think Dhillon might argue that settler colonialism’s own forms of environmental degradation ought to be described as its own thing. But it’s still really helpful for her to have pointed out the need for a more specific, precise definition of EJ so that colonialism isn’t ignored, yet again, and so that we can understand the nuances between different forms of racial injustice and their often quite different relationships to environmental degradation.  Another way of approaching it, she says, is to consider decolonization as a foundation to EJ.

·      Dhillon also made the brilliant point that climate change and settler colonialism are linked.  This may feel like a “no-duh” insight to those who study or live TEK, but this insight is really important as a follow-up to the above point: dominant environmental discourse often posits that industrialization (e.g. Leo Marx, Al Gore) or capitalism (e.g. Naomi Klein) are the root causes of climate change.  An anti-colonial critique of this narrative points out that colonialism paved the way for these later developments, and that ongoing colonial relationships enable these other phenomena to thrive.  Overthrowing capitalism or getting post-fossil-fuel won’t address the root problem.  Dhillon says that blaming capitalism is “a red herring.”  As such, a person can be fighting for fixing climate change and also be very much against indigenous sovereignty.  To take it further, I would add that this is precisely the kind of internal contradiction within the mainstream environmental movement that often assumes its “saving” of the planet will lead to social justice. 

·      Dhillon also writes about, but did not develop so much in the talk due to time limits, the links between NODAPL and police state violence, indigenous education policies, “man camps”, sex trafficking, and myriad other forms of cultural, physical, and sexual violence.   As she says, “NODAPL isn’t about a pipeline; it’s a fight for the co-existence of life.”

In the Q&A, Dhillon received a final question from an older white woman, who asked, voice quivering and nearly on the edge of tears: “I love my house.” Long pause.  “What are we supposed to do?”

I just about combusted in my seat, and wondered how Jaskiran would handle this.  She was a master class in difficult dialogue.  I wish I could relay precisely what she said, but basically, she firmly but calmly said, “that’s not my problem.  Find resources about how to work through your white guilt, find friends going through the same thing, and figure it out.  Start to see all the privileges you inherited so that you could have your house; this work is hard.”  She was firm about not coddling the white woman’s newfound epiphany of her complicity in colonialism, but did not punish her for asking the question.  I asked Jaskiran what she thought of that exchange, and I was really impressed that she welcomed the question and commended the woman for saying what so many people think, but fear saying.  


I’m still mulling over all that happened at that conference, but certainly Dhillon’s talk and her Q&A taught me so much about the messiness of the relationships between the climate movement and decolonization, and between EJ and indigenous rights. 

Wednesday, October 18, 2017

Is There Room for Environmental Justice in the Human Rights Framework?: A Plenary at the Human Rights Symposium




Last week, I had the honor of being a plenary speaker at a superb symposium hosted annually by the Institute for Human Rights and Humanitarian Studies at Webster University in St. Louis.  The theme of the conference for this International Year of Human Rights was Environmental Justice.  The organization of the symposium was a 2-day series of speakers ranging from NAACP Environmental and Climate Justice staff and local nuclear waste dumping filmmaker-activists to academics working on environmental justice.  We had opportunities to each speak and answer questions, to meet with each other and members of the audience, and then speak together in a roundtable.

It was both an alarming and an uplifting experience, for the range of folks there from different points of access around issues of environmental justice, and for the engagement with the local issues of St. Louis.  I learned so much about St. Louis, in terms of its history of segregation, the related protests occurring there now due to the lack of justice for Anthony Lamar Smith, a black man killed by a police officer who was recently acquitted, and nuclear waste dumping (St. Louis is the city nobody talks about regarding America's nuclear era).

As an academic trained in scholarship, I am sad that I'm not around activists and agency people more often, who come to the questions I theorize and historicize from really pragmatic and situated perspectives.  I was in heaven having conversations around shared themes and sharing tools from our respective areas of expertise.  It was gratifying to feel I had something to offer them, too, since usually it feels like only the other way around.

Speaking of the value of scholarship and theory to that work, I have made it a goal this year to learn how to give more dynamic talks because I am starting to be invited to give them more, and in a wider array of settings.  If I ever cared to make my scholarship meaningful and have an impact on the world, this surely seems my chance, right?  I'm so used to dismissing publications and the precious work of intellectual life as irrelevant to what's happening "out there" in the "real world," or perhaps I've just internalized that critique from my students and from society at large, which is so anti-intellectual at this current moment.   Also, the neoliberalization of higher education isn't doing us any favors.

But speaking to the public is one way--definitely not the only way--we academics can scale out our work, while making academia seem more relevant to people "out there" or "in the real world," less highfalutin.  So, I'm slowly working to do more choreographed, extemporaneous speaking, focusing on only one guiding insight or gap in the dominant knowledge, and providing provocative examples, stories, or visuals.

I don't want to be beholden to the podium and its microphone or its Power Point advancing buttons.  I want to move around, not just be a big brainy head popping up over a big wooden lectern hiding my body.  I want to change the affect in the room to be more receptive to the thoughts that I must think are so fabulous I just had to occupy all the audience's space and time to share.

My talk was on the relative merits and pitfalls of bringing the tools of environmental justice into considerations of "human rights".  I particularly wanted to focus on the differences between environmental and social justice efforts, and why there is a lot of suspicion of environmental groups entering social justice conversations.  Here, I drew on my book, The Ecological Other, to explain the history of social oppression in the name of nature.  I concluded by drawing on Julie Sze and Lindsey Dillon's work on "Police Power and Particulate Matters" to use the case of Eric Garner's last words, "I Can't Breathe" to illustrate the value of a environmental justice analysis that recognizes a shared root of structural violence causing both police brutality and increased health hazards in black communities, to help connect the context of what's happening in St. Louis to the topic of the symposium.

Meanwhile, I learned an immense amount from the following plenaries who shared the lineup with me:

  • Jaskiran Dhillon, scholar-decolonial activist and author of Prairie Rising: Indigenous Youth, Decolonization, and the Politics of Intervention (2017). 
  • Carl Zimring, author of Clean and White: A History of Environmental Racism in the U.S.





  • Carolyn Finney, scholar-activist and author of Black Faces, White Spaces: Reimagining the Relationship of African Americans to the Outdoors

  • Marnese Jackson and Bruce Morrison, NAACP Environmental and Climate Justice representative and lawyer, respectively.
Marnese Jackson, me, and Bruce Morrison at the symposium
  • Carl, Allison, and Dawn, creators and subjects in The First Secret City, a brand-new documentary seeking to raise attention  around the health impacts of aluminum processing and the movement of nuclear waste around the city.
  • Sylvester Brown, Jr., who had an illustrious career as a reporter and writer, before launching his answer to the economic problems that give rise to violence against blacks-- The Sweet Potato Project. 

Carl considered Dove's retracted ad campaign from the weekend in his analysis of "racial hygiene" in America
____________________________
Thanks so much to Lindsey Kingston, Kate Pearsons, Karla Armbruster, for bringing me to Webster for this event, and to my beloved student Madi Whaley for helping me conceive of and build this talk, ground me in the St. Louis protests, and find some resources on how to deliver talks better.  Also, a highlight of the trip for me was exchanging ideas with this troop of young activists (below) who made all our work on stage pale in comparison to the work they do "out there", but also, they were so rad because they cared to make the "experts'" lectures relevant to their own efforts- Andrew, Adam, Amber, and the crew, pictured below.  Kids these days....









Wednesday, October 4, 2017

Research is My Dirty Little Secret

In a time of sweeping budget cuts and anti-intellectualism, one of the parts of my job that is first on the chopping block is this amorphous thing we academics call "research."

I don't know about you, but my institution is squeezing more and more out of everybody, the most precarious lecturers most of all. 

"Work creep" is everywhere--for example: we got rid of our college's website manager, and now our personnel manager will be doing all that website work.  The part of her personnel work that is getting displaced is the travel stuff.  Our departments have to figure out how to internalize that labor.  This is happening everywhere.  Meanwhile, administrative bloat is a thing: those flow charts of who reports to whom are mind-bogglingly complicated, and seem to change every year.  

For one unit of advising time, I'll be asked to advise not 45 students, but 70, for example, in the next budget cut.

I'll teach the same amount of classes, but head count will go up 25%.

Lecturers will lose classes.

Squeeze, squeeze, squeeze. 

In this context, committees are convened to strategize how to survive these budget cuts, creating "urgent" service work.  Much more work is spread among fewer people.  Though I'm glad to have a secure job that renders me one of those people who stays in work, I fear for the increased precarity of those who do not.  And I am sad about what it's doing to academia in a cultural moment when intellectual "elites" are losing status in the public sphere by the minute.

Because beside lecturers' job security, what gets cut? What is the unnecessary "fat" in our work lives?  

Research.  

If it's not directly serving students-- and in administrative mumbo-jumbo that means, is it using student unit hours (head-count) as part of instruction?  Are you making your teaching/research obligations so efficient that you can literally do one by doing the other?  Are you leveraging your research to translate directly to tangible, measurable, immediate forms of student success?  Does your research have immediate impact on the classroom?  If not, good luck finding the space in this squeezed budget landscape to indulge yourself in the luxury that is thinking, writing, thinking, writing.

Superfluous to the obligations of student retention and over other imperatives of higher education (oh, for example, producing meaningful knowledge), research can only get done on the side-- it's definitely become my dirty little secret.  

Some of my colleagues are champions of me taking time to pursue my love of research.  They "take the hit" for me by stepping up to committees and making their service work count "double" for their programs and mine.  They compensate for my bureaucratic negligence, all the while enabling the slow creep of bureaucratic entanglements (assess more, report more, figure out more software interfaces, represent your program here and there and there... you know the drill).  I owe those colleagues many, many margaritas.  

But others, less sympathetic about the squeeze that my attention to research might entail for their workload, may find it a sign that I have too much time on my hands-- I'm not serving students enough and not on enough committees-- if I am discovered in the act of carving out time and space to write and think.  You're producing research?  It's like some kind of infidelity to the care of family I am supposed to be doing.  

How would this culture change?  Do we really need a better budget to make people think research is valuable to what we're doing at a liberal arts, teaching institution?  I don't think so.  I think there's something much worse going on here that we need to reckon with: the value of intellectual work in this historical moment, the neoliberalization of higher education, and the linking of educational outcomes entirely to whether or not students get jobs when they graduate.  I would like to have my battles on those grounds-- cultivating really compelling cases for the value of intellectual work in the world-- and not in the hallways of my campus or in the land of nasty work emails.  


Monday, October 2, 2017

"I Like Big Butts and I Cannot Lie": Or, Why I Should Put My Children in a Bubble

The other day, my nearly 7-year old came home singing "I like big butts and I cannot lie!"

Oh. My. God.

What have I done.

Titillated by my horror, she started singing it louder, and more, and smiling giddily while doing so.

Then, my 3 1/2-year old, who had been watching all of what is commonly known as the classic "child/parent nonverbal horror-titillation feedback cycle," joined in.  Because obviously.

Oh. My. God.

I'm a terrible mother. How did this happen?  How did I end with two children delightfully powering out this line from Sir MixaLot's "Baby Got Back" in the bathtub?

In moments like this, you have two choices, as I see it.  One: laugh, embrace the passing on of a classic song of my own generation to my kin, and appreciate my kids' exposure to all the pleasures of popular culture.

Alternatively, and less likely, I can undo their learning.  Good luck.   Parental advisory noted, but how was I supposed to see "big butts" coming down the pike?  I mean, she's only 7 for goodness sake!  I wasn't prepared for this.

Ok, so, let's go with option 1: laugh and try to make lemonade with these lemons.

I think of myself as a mediator of the world--not the maker of the world-- for my kids. I love grabbing these teaching moments by the horn, and relinquishing the pretense that I can be a kind of saran wrap around my kids, a prophylactic to cultural effluvia.

"Baby's Got Back" isn't really effluvia, either.  Actually, it was a feminist anthem of my generation.  Who can argue with "my anaconda don't want none unless you got buns, hon!"?  And c'mon, this is funny: "you can do side-bends or sit-ups, but please don't lose that butt!"  The song was an irreverent thumb in the eye of the expectations of femininity in American culture, which is and certainly was (in  1992, the year I consider the peak of musical craziness in my life) raced as much as it's gendered. That is, embracing a big butt was both a rejection of patriarchal culture's expectations of thinness and a rejection of white culture's ideals of femininity.



Sure, the song has problems. Sure, it still sexualizes women and dissects them into body parts, and does so in ways that don't do any kind of woman any favors.  The video of the song repeated all the same misogynistic tropes that the genre was famous for, except it did so with women who have large rear ends instead of skinny ones.  Not all that radical, you could say.  In some ways, sure, the song didn't undo as much patriarchy as it perpetuated.

Ok, but flash forward to your 7-year old girl coming home singing it in 2017.

I carry on the campaign to teach kids that women are whole people and that they are not reduced to their looks, regardless of the girth or lack thereof of their backsides.  We are more than our backsides.   But this song isn't the first chance I've had to have that conversation, PA-LEASE, people.

From Hillary to Melania to Michelle, ample opportunities exist to explore how women's whole identities matter little compared to their looks in American culture.  Sir MixaLot isn't the only one preaching that message.

The real challenge is to not be horrified by my child's lost innocence, because I can't keep her in a bubble forever.  She's going to grow up in this white supremacist patriarchal culture, so I'm going to start from that premise.  Instead of pretending that we aren't all breathing in all that toxicity all the time, whether we choose to recognize it or not (aka "white privilege"), or, even more importantly, whether we have no choice in the matter in the first place, I am going to unpack "Baby's Got Back" with my kiddos.

My near-7-year old loves talking about racial and sexual history and politics; she is profoundly interested in understanding how people operate and interact, and how power has worked in history.  So, even though I haven't quite figured out my approach with this particular song, I will.  By bringing that song home, she's opening up a wonderful window into the context of her daily life, and thus an opportunity to talk about these difficult conversations. I'll leave the sex stuff out (for now), but the gender and race stuff is being handed over on a silver platter; I want to rise to the occasion and take this chance to talk to her: why was the song was so powerful, what kind of cultural work was it doing when it came out, why might people not like hearing her, much less her younger sister, sing it, etc?

It'll be fun and important, one day, to deconstruct the cultural shenanigans going on in this Friend's episode, "The One with Ross's Inappropriate Song".  Why would this song be "inappropriate" in this show?  Why is this storyline "funny", and to whom?  What assumptions about race, class, and gender does the joke rely on to work," and who might it hurt?



At the very least, in any way my young girls can receive drips and drops of the message that big is beautiful, to shore up some strength against the tidal waves of "big is not beautiful", I'll take it.  Sir MixaLot did that for me and who knows how many other young women, and, obviously, still is.  The song may reinforce some kinds of problems even as it rejects one form of oppression, but I'll take it.

I'm not putting my kids in a bubble. My parents didn't put me in a bubble, though I do sometimes wish I hadn't seen so many damn Disney movies. Seriously.  I'm still traumatized by the realization that life after marriage is not happily ever after, just sayin'.

But if I can't control what my kids absorb in their hours when they aren't under my roof, I can at least parent the shit out of this song.