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Community Based Environmental Management: Science and Policy

Nicholas School of the Environment

ENV 755 ~ Fall 2018 W/Th 1:25-2:40pm ~ LSRC A155

Elizabeth Shapiro-Garza (Professor) Office: Environment Hall 4103 Tel: (919) 681-7781 Email: elizabeth.shapiro@duke.edu Office hours: (please sign-up for time at http://my.setmore.com/bookingpage/43af559d-5a3b-49dc-9b83-9a0cd68c34f4) If no one signs-up, then I may not be there. Course Overview Since the concept first came to be widely represented in the environmental community in the 1980s, Community-Based Environmental Management (CBEM) has been incorporated in conservation and natural resource management initiatives around the world, from integrated conservation and development (ICDP) projects in the buffer zones of protected areas in Nepal to urban forestry initiatives in New York City. The goal of this course is to provide students with theory and methods that will allow them to identify some of the potential problems and pitfalls associated with CBEM initiatives, both domestically and internationally, along with the tools necessary to create and managed their own projects. To accomplish this, we will combine readings and discussion of academic literature with presentations of specific CBEM case studies, guest speakers, and collaborative projects with North Carolina-based community-based organizations. By the end of the course, students should have gained a proficient understanding of:

The conceptual and theoretical foundations of CBEM initiatives;

The common themes and differences manifest in an array of case studies;

Frameworks to assess the effectiveness of individual CBEM initiatives;

Ways and means of designing and implementing these programs that accounts for the complexity and variability of social and natural systems.

The primary questions we will be attempting to answer are:

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1. Under what circumstances and with what types of issues does it make sense to act at the community level to promote environmental and social change?

2. What are communities, how do they work and what motivates them to come together

to confront and find collective solutions to environmental and social problems?

3. What approaches and tools can we use to facilitate the process by which communities come together to work for change?

4. How do we best tailor the approaches and tools we use to match the specific social and

environmental context of each community? Course Structure This is a 3-credit graduate course. The enrollment limit is 30. There are two core elements of this course in which you will be expected to actively participate: Class Participation Classes will be held Tuesdays and Thursday. Your in-class participation grade will be based not only on attendance, but also on active participation in discussions of the readings and of the material presented in lectures and by guest speakers and in classroom activities and exercises. In order to avoid distractions to you and your classmates, our classroom will be an “internet-free zone” during the active class period. The lectures in the course will be ordered according to the following themes, focusing first on the theory of CBEM and moving to the more practical side of lessons learned:

I. Why Community-Based Environmental Management? II. Dynamics of Collective Environmental Action III. Approaches to Community-Based Environmental Management

We will also be holding a field trip highlighting local CBEM initiatives on a Saturday, September 15 in which you will be expected to participate.

Written Assignments There will be a number of assignments throughout the course that are intended to let you implement and articulate the theories and methods we are learning in class through both written assignments and class exercises. Your assignments should be submitted through our Sakai site by midnight of the date they are due. If an assignment is submitted late, 1/2 a point will be subtracted for each day it is delayed.

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Course Evaluation Your grade in this course will be based on: Written Assignments 10% Assignment #1: Defining your communities (Sept 11) 25% Assignment #2: Post field trip reaction paper (Oct 23) 15% Assignment #3: Description of case (Nov 6) 15% Assignment #4: Presentation of case study (Nov 22 or 29) 25% Assignment #5: Final case study written report (Dec 10) General 5% Attendance and participation in classroom discussions (On-going) 5% Evaluation by assignment group members (Dec 10) Course Materials Copies of the published papers that we will be reading through the semester will be available through library e-reserves that are directly accessible through our Sakai site through links in the “Syllabus” section and in folders organized by topic in the “Resources” section. Green Classroom Certification This course has achieved Duke's Green Classroom Certification. The certification indicates that the faculty member teaching this course has taken significant steps to green the delivery of this course. Your faculty member has completed a checklist indicating their common practices in areas of this course that have an environmental impact, such as paper and energy consumption. Some common practices implemented by faculty to reduce the environmental impact of their course include allowing electronic submission of assignments, providing online readings and turning off lights and electronics in the classroom when they are not in use. The eco-friendly aspects of course delivery may vary by faculty, by course and throughout the semester. For more information on the Green Classroom Certification, visit: sustainability.duke.edu/action/classroom. Honor Code Duke University is a community dedicated to scholarship, leadership, and service and to the principles of honesty, fairness, respect, and accountability. Citizens of this community commit to reflect upon and uphold these principles in all academic and nonacademic endeavors, and to protect and promote a culture of integrity. To uphold the Duke Community Standard:

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I will not lie, cheat, or steal in my academic endeavors; I will conduct myself responsibly in all my endeavors; and I will act if the Standard is compromised.

Course Schedule MODULE 1: WHY COMMUNITY-BASED ENVIRONMENTAL MANAGEMENT? 1. Wednesday, August 29 Introduction and Class Logistics No pre-readings for this class. 2. Friday, August 31 Why Communities? Long-Martello, Marybeth & Shelia Jasanoff. 2004. Introduction globalization and environmental governance. Earthly Politics: Local and Global in Environmental Governance, MIT Press, Cambridge, MA. pgs. 1-30. Berry, Wendell. 1969. The loss of the future. The Long-Legged House. Counterpoint, Berkeley, CA. pgs. 53-73. Pearce, Fred. 2010. Busting the forest myths: People as part of the solution. Yale Environment 360. [http://e360.yale.edu] 3. Wednesday, September 5 History & Practice of Community-Based Environmental Management Brosius, Peter J., Anna Lowenhaupt Tsing, Charles Zerner. 1998. Representing communities: Histories and politics of community-based natural resource management. Society & Natural Resources, 11(2): 157-168. Edumunds, David, Eva Wollenberg, Antonio P. Contreras, Liu Dachang, Govind Kelkar, Dev Nathan, Madhu Sarin & Neera M. Singh. 2003. Introduction. Local Forest Management. Ed. David Edmunds & Eva Wolenberg. Earthscan, London, UK. pgs. 1-9. Kellert et al. 2000. Community natural resource management: Promise, rhetoric, and reality. Society and Natural Resources V 13, p. 705-715. 4. Friday, September 7 Problematizing the Concept of “Community”

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Agrawal, Arun and Clark Gibson.1999. Enchantment and disenchantment: The role of community in natural resource conservation. World Development 17 (4): 629-649. Schroeder, R., & Suryanata, K. 1996. Case studies from Indonesia and West Africa. Liberation Ecologies: Environment, Development, Social Movements, Peet, R., & Watts, M. (Eds.) Psychology Press. 188-204. Sunday, September 9 - Assignment #1 Defining Your Communities 5. Wednesday, September 12 Communities in Conflict on the Klamath We will be carrying out a class exercise based on the Klamath River case. Please consider the following questions when doing the readings and watching the documentary before class:

Which of the six issues that Land and McDonald (2005) characterize as common to CBEM are present in the case of the Klamath River as documented in the movie River of Renewal?

In what ways are these issues manifest?

How might Lane and McDonald’s recommendations for how to resolve some of these potential issues be applied to the case of the Klamath?

Lane & McDonald. 2005. Community-based environmental planning: Operational dilemmas, planning principles and possible remedies. Journal of Environmental Planning and Management 48(5), p. 709-731. Watch River of Renewal by Jack Kohler http://www.cultureunplugged.com/documentary/watch-online/festival/play/7457/River-of-Renewal Breslow, Sara Jo. 2014. Tribal science and farmer resistance: A political ecology of salmon habitat restoration in the America Northwest. Anthropological Quarterly 87(3): 727-758. Sims, Hank. 2016. For the first time in history, there will be no salmon at this year's Yurok Salmon Festival. LostCoastOutpost.com, July 22 6. Friday, September 14 The Three-Legged Stool & Asset-Based Community Development Kretzman, John and John P. McKnight. 1996. Assets-based community development. Civic Engagement 85(4): 23-29. Stevens, Caleb, Robert Winterbottom, Jenny Springer, and Katie Reytar. 2014. Securing rights, combatting climate change: How strengthening community forest rights mitigates climate

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change. World Resources Institute. Kloppenburg, Jr, J., Lezberg, S., De Master, K., Stevenson, G. W., & Hendrickson, J. (2000). Tasting food, tasting sustainability: Defining the attributes of an alternative food system with competent, ordinary people. Human organization, 59(2), 177-186. Christie, Patrick. 2004. Marine Protected Areas as Biological Successes and Social Failures in Southeast Asia. American Fisheries Society Symposium 42:155–164 Saturday, September 15 ~ Field Trip: Developing Community-Based Sustainable Food Systems in the Triangle 7. Wednesday, September 19 GUEST SPEAKER: Kathleen Marks and Monica McCann, Resourceful Communities Program, The Conservation Fund Review the Resourceful Communities website: http://www.conservationfund.org/our-conservation-strategy/major-programs/resourceful-communities-program/ Resourceful Communities. 2007. Case Study: Sandhills Family Heritage Association Community Asset Mapping. Land Trusts and Low Wealth Communities. Rogers, M., & Ryan, R. (2001). The triple bottom line for sustainable community development. Local Environment, 6(3), 279-289. 8. Friday, September 21 Local and Traditional Ecological Knowledge Pretty, Jules et al. 2009. The intersections of biological and cultural diversity: Towards integration. Conservation and Society 7(2), p 100-112. Berkes, Fickret, J. Colding, and C. Folke. (2000) Rediscovery of traditional ecological knowledge as adaptive management. Ecological Applications 10 (5), pp. 1251-1262. Bavikattee, Kabir Sanjay & Tom Bennett. 2015. Community stewardship: The foundation of biocultural rights. Human Rights and the Environment, 6(1), 7-29. Huntington, Henry P. 2011. The local perspective. Nature (478), p. 182-183. Berkes, Fickret. 2009. Community conserved areas: Policy issues in historic context. Conservation Letters 2, 19-24

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Indigenous Perspectives on Climate Crisis by Ilarion Merculieff https://www.youtube.com/watch?v=94Mqbe7tRE8&feature=youtu.be 9. Wenesday, September 26 GUEST SPEAKER: Beth Rose Middleton, Danny Manning, Lorena Gorbet Stevenson, Marc G. 2006. The possibility of difference: rethinking co-management. Human Organization 65 (2): 167-180. Middleton, Beth Rose. 2010. “Let this all return to us:” Working to reclaim land through the pacific forest and watershed lands stewardship council. News of Native California. Braxton-Little, Jane. 2005. Saving Maidu culture, one seedling at a time. High Country News, April 4. http://www.hcn.org/issues/295/15407 10. Friday, September 28 Rules of Engagement: Writing CBEM Case Studies Review the following documents before class: Citing Sources Instructions for Assignment #3 MODULE 2: DYNAMICS OF ENVIRONMENTAL COLLECTIVE ACTION 11. Wednesday, October 3 Individual Environmental Behavior Kollmuss, Anja & Julian Agyemon. 2010. Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research 8(3): 239-260. McKenzie-Mohr, D., N.R. Lee, P.W. Schultz and P. Kotler. 2012. Social Marketing to Protect the Environment: What Works. Sage Publications, Inc. Thousand Oaks, CA, USA. (Read the Introduction pgs. 3-21 and Chapter 2 Reducing Waste pgs. 25-43) Gifford, Robert. 2013. Dragons, mules, and honeybees: Barriers, carriers, and unwitting enablers of climate change action. Bulletin of the Atomic Scientists 69: 41 Friday, October 5 ~ Fall Break ~ ENJOY! 12. Wednesday, October 10 Cultural Constructs of Nature and Place

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Maathai, Wangari. 2004. The cracked mirror. Resurgence Magazine 227: 1-3. www.greenbelt.org Graves-Lanfer, Ashley and Madeleine Taylor. 2004. Immigrant Engagement in Public Open Space: Strategies for the New Boston. Barr Foundation. P. 1-23. Berger, Knute. 2013. Is Mount Ranier too white? Crosscut.com 13. Friday, October 12 Social Capital & Social Networks Pretty, Jules and David Smith. 2004. Social capital in biodiversity conservation and management. Conservation Biology 18(3), p 631-638. Rydin, Y., & Holman, N. (2004). Re-evaluating The contribution of social capital In achieving sustainable development. Local Environment, 9(2), 117-133. Bodin, Orjan & Beatrice L. Crona. 2009, The role of social networks in natural resources governance: What relational patterns make a difference? Global Environmental Change 19, 366-374. Contractor, Noshir, Willem Peterson, Lindsay Young, Yu-li Patrick Hsieh and Hua Wang. 2011. Mapping community-based information networks to enable the Chicago Climate Action Plan: Final report Kenwood/Oakland. Science of Networks in Communities (SONIC) Research Lab, Northwestern University 14. Wednesday, October 17 Governance and Institutions Ostrom, Elinor. 1999. Self-governance and forest resources. CIFOR Occasional Paper No. 20, p. 1-19. Lebel, L., Anderies, J. M., Campbell, B., Folke, C., Hatfield-Dodds, S., Hughes, T. P., & Wilson, J. A. (2006). Governance and the capacity to manage resilience in regional social-ecological systems. Ecology and Society, 11(1), 19 Basurto, Xavier, Ana Cinti, Luis Bourillón, Mario Rojo, Jorge Torre & A. Hudson Weaver. 2011 The emergence of access controls in small-scale fishing commons: A comparative analysis of individual licenses and common property-rights in two Mexican communities. Human Ecology. p. 1-13. Watch documentary: 48 Cantones by Jullian Mol-Rocek 15. Friday, October 19

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Governance in Practice We will be reviewing the concepts & theories from this Module 2 and conducting an in-class exercise to develop a governance system for the office kitchens in Environment Hall. Please review the Ostrom (1999) and the Basurto et al. (2012) articles and be prepared to answer the following questions:

Which of Basurto et al. 2012’s rules concerning the conditions under which CPRs (e.g. marine resources in Baja California) can best be applied to the management of the kitchens in Environment Hall?

Which of Ostrom’s 8 principles of successful commons management could be applied to design a better set of institutions around kitchen usage in Environment Hall?

Sunday, Oct 23: Assignment #2 Post Field Trip Report Due MODULE 3: APPROACHES TO COMMUNITY-BASED ENVIRONMENTAL MANAGEMENT Topic 1: Raising Awareness & Changing Behavior: Environmental Education & Outreach 16. Wednesday, October 24 Lecture & Discussion of Readings Hummer, Jane. 2010. Using social marketing to promote energy efficiency and conservation. Environmental Leader. Sobel, David. 2004. Place-Based Education: Connecting Classrooms and Communities. The Orion Society, Great Barrington, MA, USA. Pgs. 1-7 Sobel, David. 2008. Childhood and Nature: Design Principles for Educators. Stenhouse Publishers. Portland, ME, USA. (Read Chapters 1, 7, and 10) Emekauwa, Emeka. 2004. The star with my name: The Alaska rural systemic initiative and the impact of place-based education on Native student achievement. Rural Trust White Paper on Place-Based Education. 17. Friday, October 26 GUEST SPEAKER: Bambi Tran, GRID Alternatives – Inland Empire Review the Grid Alternatives website: http://www.gridalternatives.org/ Merchant, Brian. 2015. California is giving free solar to the poor. May 25, 2015. Motherboard.com

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Dapolito-Dunn, Alexandra. 2010. Siting green infrastructure: Legal and policy solutions to alleviate urban poverty and promote healthy communities. Environmental Affairs. Topic 2: Community Voices in Shaping the Urban Landscape: Participatory Planning 18. Wednesday, October 31 Seitz, Virginia. 2001. A new model: Participatory planning for sustainable community development. Race, Poverty and the Environment. (Read pgs. 8-11) Irvin, R. A., & Stansbury, J. (2004). Citizen participation in decision making: is it worth the effort? Public Administration Review, 64(1), 55-65. Green, Gary, Anna Haines, Stephan Halebsky. 2000. Building our future: A guide to community visioning. Cooperative Extension, University of Wisconsin, Madison. Read Chapters 1 & 2. Potential Case Study: Cell phone asset mapping of Chavis Park, Raleigh, NC See publication by Boone, Kofi and also Youtube video of the process https://www.youtube.com/watch?v=XawmKoXfZpM 19. Friday, November 2 GUEST SPEAKER: Colleen Murphy-Dunning, Urban Resources Initiative of Yale University Review the main URI website (be sure to watch 2-3 of their videos). http://environment.yale.edu/uri/ URI. 2010. Urban Issues Newsletter. Vol. 21 No 2. Spring. pgs 1-8 (read entire newsletter to get a sense of URI’s approach and programs) Epstein, Helen. 2003. Ghetto miasma; Enough to make you sick? NY Times, Health Section, Oct. 12. Sunday, November 4: Assignment #3 Case Study Description Topic 3: Alternative Livelihoods: Market-Based Environmental Initiatives 20. Wednesday, November 7 Lecture & Discussion of Readings Woodward, Richard, Amanda Stronza, Elizabeth Shapiro and Lee A. Fitzgerald. 2013. Market-based conservation: Aligning static theory with dynamic systems. Unpublished.

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Rissman, Adena R. and Nathan F. Sayre. 2011. Conservation outcomes and social relations: A comparative study of private ranchland conservation easements. Society and Natural Resources 25(6): 523-538. Hazzah, L et al (2009) Lions and Warriors: Social factors underlying declining African lion populations and the effect of incentive-based management in Kenya. Biological Conservation 142(2009): 2428 – 2437 Hill, Tom. 2013 . The first Maasai Olympics – The hunt for medals, not lions. Big Life Foundation. https://biglife.org/news-events/the-first-maasai-olympics-the-hunt-for-medals-not-lions 21. Friday, November 9 GUEST SPEAKERS: Kim Elena Ionescu, Sustainability Coordinator, Specialty Coffee Association of America Meredith Taylor, Sustainability Coordinator, Counter Culture Coffee Coffee and Climate Change Ambassadors Group MP members Review the following websites: Specialty Coffee Association of America: Specialty Coffee and Sustainability http://www.scaa.org/?page=resources&d=coffee-sustainability Counter Culture Coffee: Sustain https://counterculturecoffee.com/sustain Coffee and Climates: Climate Change Adaptation for coffee growers in Latin America: https://cccambassadors.wordpress.com/about/ Utting, Karla. 2009. Assessing the Impact of Fair Trade Coffee: Towards an Integrative Framework. Journal of Business Ethics 86: 127-149. Topic 4: Political and Legal Persuasion: Community-Based Environmental Campaigns 22. Wednesday, November 14 Loh, Penn and Jodi Sugerman-Brozan. 2002. Environmental justice organizing for environmental health: Case asthma and diesel exhaust in Roxbury, Massachusetts. The Annals of the American Academy of Political and Social Science (584), p. 110-124. Review the website for Race, Poverty and the Environment: http://www.crpe-ej.org/crpe/ Moore, Eli and Swati Prakash. 2009. Introduction and Summary of Findings: Measuring What Matters: Neighborhood Research for Economic and Environmental Health and Justice in Richmond, North Richmond, and San Pablo. Pacific Institute. (Read pages 1-14 and review some

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for the case studies) Maathai, Wangari. 2000. Speak truth to power. The Green Belt Movement http://www.greenbeltmovement.org/wangari-maathai/key-speeches-and-articles/speak-truth-to-power 23. Thursday, November 16 GUEST SPEAKERS: Fawn Pattison, Grassroots Organizer http://www.fawnpattison.com/about/ Yessy Bustos, North Carolina Focus on Increasing Education, Leadership & Dignity (NC FIELD) https://www.ncfield.org/ Slatin, Craig & Madeleine Kangsen Scammell. 2014. No justice, no peace” and the right to self-determination: An interview with Gary Grant and Naeema Muhammed of the North Carolina Environmental Justice Network. New Solutions, 24(2), p 203-229. Greenhouse, Steven. 2014. Just 13, and Working Risky 12-Hour Shifts in the Tobacco Fields. New York Times, September 6. COURSE SYNTHESIS ACTIVITIES 24. Wednesday, November 21 Case Study Presentations & Discussion Friday, November 23 ~ Thanksgiving Break ~ ENJOY! 25. Wednesday, November 28 Case Study Presentations & Discussion 26. Friday, November 30 Course Wrap-Up Friday, December 7 Final Case Study Report & Team Member Evaluation Survey Your final case study report is due along with the evaluation of your case study team members.