Syllabus

Photo Courtesy of Ryan Brellenthin. Used with Permission.

Introduction

Set in the wake of Hurricane Katrina, this seminar will explore how impoverished communities in Louisiana were affected from the perspectives of environmental justice and human rights. Specifically, we will critically reflect on the historical, political, and economic issues that created a culture of poverty in these area. The course will also analyze the nexus between historical social inequalities and current environmental injustices. To give students the tools to determine what environmental justice is, we will define and apply key concepts such as environmental racism, culture of poverty, justice, equality, and rights. In conjunction with this task, we will assist students in the development of critical theological reflection by defining and applying the concepts of praxis, solidarity, and development/liberation.

This seminar encompasses two major components. First, participants will begin their exploration by attending 4 pre-immersion class sessions. These will entail presentations and group discussions, which will assist in fostering critical reflection on environmental justice issues. Second, the immersion/community-based-learning component of this seminar will take place over a week during spring break 2009 in New Orleans. The immersion process will be very intense because students will divide their days between service work with Operation Helping Hands (i.e. gutting flooded homes) and learning through participatory discussion with individuals and community-based organizations struggling against environmental injustice.

While in New Orleans we will meet with community representatives from the Loyola Law Clinic, the Tulane Environmental Law Clinic, the Xavier University Theology department, the Oakville Community, and the Broadmoor Community Development Organization. These representatives will assist us in exploring (1) the issues involved in defending the housing and voting rights of working class and poor people in New Orleans; (2) the status of environmental legal/justice work that pre-existed and increased after Hurricane Katrina, in New Orleans and Mississippi; (3) and the effects of the Industrial Pipe Landfill on a local Louisiana community (Oakville). 

Hence, this seminar will serve the purpose of presenting the view that all peoples have the right to a clean, healthy, and livable environment regardless of their social or economic conditions.

Course Objectives

• To provide opportunities for participants to experience the social, political, and economic contexts within which environmental injustice manifests itself through contact and participatory observation with community organizations.
• To expose participants to the massive undertaking of the clean-up process in a post-Katrina New Orleans through volunteering with Operation Helping Hands.
• To encourage critical reflection on the daily realities of the poor in New Orleans afflicted by environmental injustice in a post-Katrina setting.

Photo Courtesy of Julieann Ulin. Used with Permission.

Seminar Goals

1. Students will learn fundamental principles of environmental justice (EJ) and human rights (HR).
2. Students will become familiar with current themes and key concepts of 20th century theology that are pertinent to their contemporary context.
1. Students will use EJ and HR principles to construct a framework for analyzing and understanding the events and impacts associated with Hurricane Katrina, in New Orleans and the Gulf Coast
2. Students will apply these themes and concepts in order to provide a critical reflection on the recent history of New Orleans and the Gulf Coast region.
3. Students will develop critical thinking skills that can be extended to their analyses and understanding of EJ and HR issues elsewhere in the country and in the world.

Course Requirements

This seminar is a one-credit Africana Studies course graded "S" or "U". To receive an "S" grade, the following must be completed in a satisfactory manner. All requirements are to be completed during the spring semester. 

1. The participant must attend and participate in all required orientation and follow-up classes. Participants must obtain prior permission for an absence from the staff and student coordinators via email.
2. Participants are encouraged to work together to understand the implications of the required readings in the pre-immersion process through group discussions and consistent and quality class participation.
3. Three questions/topics pertaining to the readings for each session will be provided in the course packet. Participants are required to choose one question/topic, for which they will write a response (no longer than 1 page double-spaced). These responses are to be emailed to all seminar participants. Students may use this opportunity to include questions of their own for both the seminar coordinators and their fellow participants. The purpose of this exercise is to help facilitate discussion (1) by ensuring that each student has time to formulate her or his thoughts regarding at least one major discussion issue, and (2) by promoting students to respond both critically and constructively to one another's ideas.
4. Participants are required to write a 6-10 page reflection paper as part of the service-learning experience. The paper requirements may also be fulfilled by completing a special project such as a video, a web site, or a photo essay on a particular issue, etc. Group projects may also be done as long as each member of the group makes a valuable contribution to the overall project. Approval from the faculty and student coordinators must be obtained for all special or group projects. We encourage creativity in these projects -- and we are open to new ideas!