on - catalyst centre | promoting cultures of learning for ... · the context of organizations and...

16
ENVS 3125 3.0 POPULAR EDUCATION FOR SOCIAL & ENVIRONMENTAL JUSTICE A Syllabu-zine (Or Zine-abus) For: on York University - Faculty of Environmental Studies Fall 2012 — Mondays 8:30 – 11:30

Upload: vuonghanh

Post on 09-Jul-2018

214 views

Category:

Documents


0 download

TRANSCRIPT

ES 3125 32 Popular Education for Social & Environmental Justice

Fall 2010 Naming the Moment on Environmental Justice 1

ENVS 3125 3.0

POPULAR EDUCATION FOR SOCIAL & ENVIRONMENTAL JUSTICE

A Syllabu-zine (Or Zine-abus)

For:

on

York University - Faculty of Environmental Studies Fall 2012 — Mondays 8:30 – 11:30

ES 3125 2 Popular Education for Social & Environmental Justice

A THE-TODDLER-ATE-MY-HOMEWORK PRODUCTION

INSIDE:

Graphics: on cover “The Struggle Continues by Carols Cortez; page 15 by Eric Drooker www.drooker.com; on pages 2 & 11 by Rini Templeton riniart.org; on page 3 by Josh MacPhee; on page 7 by Eric Ruin; on page 8 by Mattie Weiss; on page 10 by

Geert De Decker; on page 12 by Ken Avidor; on back cover by Lincoln Cushing. Most graphics from Reproduce & Revolt (Josh MacPhee & Favianna Rodriguez, eds.; Brooklyn: Soft Skull Press, 2008).

Calendar Description: Students explore the key notions of popular education related to knowledge and power, and various forms of anti-oppression practice addressing racism, sexism, clas-sism, homophobia, ableism, and human/non-human domination in the context of organizations and movements for social and envi-ronmental justice in a globalizing and diasporic context. Prerequisite none

COURSE DIRECTOR:

chris cavanagh [email protected] 416-516-9546

comeuppance.blogspot.com www.catalystcentre.ca

www.web.ca/~story

HNES 114 Course consultation hours Mon. 12:00-1:30 pm; Mon. noon – 3:00 pm or by appointment

Calendar Description ...........................................2 Course Purpose, Objectives & Readings ....... 3-5 Course at a Glance ...............................................6 Session Titles & Readings ............................ 6-11 Expectations and Evaluation ...................... 12-15 Assignment Schedule Summary .......................15 For Notes ....................................................... 16-17 Small but IMPORTANT print......................... 18-19 Guidelines for Participation ...............................20 Guidelines for Facilitating ..................................21 Seize the Moment.......................................... 22-23 Spiral Model................................................... 24-25 Seize the Moment: Seven Steps .................. 26-27 For Notes ....................................................... 28-30 Structured Criticisms .........................................31

Fall 2010 Naming the Moment on Environmental Justice 31

STRUCTURED CRITICISMS

1. What did you connect with

2 x EASIER: I observed that it was easier to remember a lot of the names in this class when we associated something with our names. I think this association process helped me remember.

FACES: I noticed that I could listen better today, and I think some-thing that helped was sitting in a circle so I could see most of the faces of those who spoke up. LECTURES & CONVERSATIONS: I felt that the class was very informal, and this is important to me because I find it easier to participate and express myself in this kind of setting. It also means that I had better listen carefully to the conversational lectures.

2. What did you learn about the way you learn?

SOCIAL: I found that I learn best when some discussion is involved.

3. What would you like to change

SPEAKING TO BE HEARD: Something that I would like to change or have a concern about is that some people in the class spoke so softly that I did not hear everything they said. How about if I sug-gest that they speak up the next time this happens?

ADAPTED FROM: marino, dian 1997 Wild Garden: art, education and the culture of resistance. Toronto: Between the Lines, p.93-94.

An EXAMPLE:

NOTE:

HEADLINES CAN MAKE IT EASIER

TO REMEMBER THE LEARNING!

ES 3125 30 Popular Education for Social & Environmental Justice Fall 2010 Naming the Moment on Environmental Justice 3

Purpose and Objectives of the Course The purpose of this course is to provide a critical overview of the history, philosophy and practice of popular education in the context of struggles for social and environmental jus-tice. The specific objectives of the course include: • to provide an understand-

ing of popular education as a philosophy & practice relating to issues of power.

• To develop an understand-ing of the interconnection of popular education and environmental and social justice

• to provide an overview of strategies to build alliances across differences such as race, religion, gender, age, ability, ethnicity, class, sexual orientation, etc.

• to provide an introduction to popular education plan-ning, designing, organising, facilitating and evaluating on environmental and social justice issues

• to develop an understanding that popular education involves continuous collective and self-reflection and learning.

Organization of the Course The course involves lectures and facilitated learning activities by the instructor and invited guests. There are no tutorial sessions. The lecture sessions will include time for participa-tion in a variety of popular education activities, small group work, discussion, and will be supplemented by films and videos. The required readings are central to the course. The lectures will serve to enrich, clarify, and illustrate crucial issues from the assigned readings. Readings listed under a particular date are assigned for the lecture on that date.

ES 3125 4 Popular Education for Social & Environmental Justice

A selection of readings distributed in class & through the Course Moodle site.

Required Reading The following books are required reading for the course:

Kane, Liam 2001 Popular Education and Social Change in Latin America. London: Latin America Bureau.

Barndt, Deborah 1989 Naming the Moment: Political Analy- sis for Action – A Manual for Community Groups. Toronto: The Moment Project & The Jesuit Centre for Social Faith and Justice. – Available on Course Moodle

marino, dian 1997 Wild Garden: art, education and the culture of resistance. Toronto: Between the Lines

Fall 2010 Naming the Moment on Environmental Justice 29

ES 3125 28 Popular Education for Social & Environmental Justice Fall 2010 Naming the Moment on Environmental Justice 5

Recommended Reading

The following books are strongly recommended to supplement learning in this course:

Agyeman, Julian and Peter Cole, et al 2009 Speaking for Ourselves: Environmental Justice in Canada. Vancouver: UBC Press. Barlow, Maude 1999 Blue Gold: The Global Water Crisis and the Commodification of the World’s Water Supply, International Forum on Globalization, June 1999, (special report). available at: http://www.thirdworldtraveler.com/Water/Blue_Gold.html Gosine, Andil and Cheryl Teelucksingh 2008 Environmental Justice and Racism in Canada: An Introduction. Toronto: Emond Montgom- ery Publications Ltd. Raven, Dr. Peter 2003 Our Choice: How Many Species Will Survive The 21st Century? (Fifth Lecture: 21 May 2003). Available at: http://darwin.defra.gov.uk/lectures/5/ Websites: International Forum on Globalization: http://www.ifg.org/ Indigenous Environmental Ntwrk: http://www.ienearth.org/ Defender of the Land: http://www.defendersoftheland.org/ Environmental Justice/Environmental Racism: http://www.ejnet.org/ej/ Canadian Environmental Law Association: http://www.cela.ca

ES 3125 6 Popular Education for Social & Environmental Justice

COURSE AT A GLANCE wk date Title

1 Sep 10 Popular Education for Beginners

2 Sep 17 From Practice to Praxis

3 Sep 24 Rehearsal for the Revolution

4 Oct 1 Framing and Re:framing

5 Oct 15 It’s About Power

6 Oct 22 Not Just a Bag ‘o Tricks

7 Oct 29 Naming the Moment - Structure & conjuncture 1

8 Nov 5 Naming the Moment - Structure & conjuncture 2

9 Nov 12 Naming the Moment - Structure & conjuncture 3

10 Nov 19 Naming the Moment - Structure & conjuncture 4

11 Nov 26 ‘Facilitating’ Learning

12 Dec 3 It’s Stories All the Way Down

Fall 2010 Naming the Moment on Environmental Justice 27

3. NAMING THE ISSUES Goal: collectively and democratically identify key issue(s) that the group will address.

• What current issues/struggles are of most concern to group members? • What key issues/struggles does the group agree deserve attention? • What are our goals in the short-term and long-term? • What is the history of struggle on this issue (& what have been the critical moments of the past)? 4. ASSESSING THE FORCES

Goal: analyze the movements, institutions, philosophies, trends, environments, people and groups that affect the key issue(s) the group has agreed to address.

• What are the relationships of forces acting on an issue? • Who (and what) is in support/opposition of our issue? • Who (and what) is uncommitted? • What are their short-term and long-term interests? • What are the strengths and weakness of both sides? • What do we need more information about? 5. PLANNING FOR ACTION

Goal: develop & prepare actions that will promote positive change with the key issue(s) • What do we hope to achieve and what do we have the capacity of achieving? • Whom should we be forming alliances with? • What actions should we take (who will do what and when)? 6. TAKING ACTION

Goal: to successfully complete plans for action 7. EVALUATION

Goal: to collectively learn from the process and actions of STM. • To what extent did we achieve the goal of democratic communication? • How well did the make-up of the STM committee represent the people most affected by the

key issue(s) • How effective was the process in terms of identifying concerns, issues, forces, action-plans? • How well did action meet the goals of the group?

ES 3125 26 Popular Education for Social & Environmental Justice

Seize the Moment (STM) is a form of popular education that aims to by systematic and comprehensive in its approach to looking at all aspects of an issue. STM is a method of democratic critical thinking and action used in community building and development for positive social change. The seven ingredients of STM are all cru-cial but do not necessarily happen in a strict order. They may sometimes happen simultaneously, be repeated more than once or be used in other unique ways. The seven ingredients, including the principle goal for each and some key questions, are:

1. SETTING THE STAGE FOR DEMOCRATIC COMMUNICATION

Goal: ensure that communication needs are met for all participants, including those who can’t read, write or communicate in the same ways as the majority of the population.

• What communication needs do participants and potential participants have? • How do we understand the concept of democratic communication? • How can we better promote broad democratic communication? 2. NAMING OURSELVES

Goal: critically identify the make-up of the group (histories, identities, etc.) and make explicit our interests.

• Who are we? How do we define our constituency? • Who is not present in this group and why? • Who should be in this group and how does their absence limit us? How do we address this? • How do we see the world & how has our view been shaped by our identity & personal his-

tory? • Are we of, with, or for the people most affected by the issue(s) we work on? • What is our vision of this work?

Seize the Moment

The seven steps A popular education process of political analysis for social change

Fall 2010 Naming the Moment on Environmental Justice 7

Schedule of Topics & Readings : The following list of lecture topics & readings is subject to change. NOTE: Readings listed under a particular date are assigned for the lecture on that date. Readings will distributed in class or through Course Moodle Site

1. SEP 10 POPULAR EDUCATION FOR BEGINNERS 2. SEP 17 FROM PRACTICE TO PRAXIS Kane, Liam

2001 Chapter 1 in Popular Education and Social Change in Latin America. London: Latin America Bureau, pp. 1-32.

Lovelace, Robert 2009 Prologue: Notes from Prison: Protecting Algonquin Lands from Uranium Mining in Speaking for Ourselves: Environmental Justice in Canada (Agyeman, Julian et al, eds.). Vancouver: UBC Press. Pp. ix-xix.

ES 3125 8 Popular Education for Social & Environmental Justice

Haluza-DeLay, Randolph and Pat O’Riley, Peter Cole, and Julian Agyeman 2009 Introduction: Speaking for Ourselves, Speaking Together: Environmental Justice in Canada in Speaking for Ourselves: Environmental Justice in Canada (Agyeman, Julian et al, eds.). Vancouver: UBC Press. Pp. 1-26. 3. SEP 24 REHEARSAL FOR THE REVOLUTION Kane, Liam

2001 Chapters 2 & 3 in Popular Education and Social Change in Latin America. London: Latin America Bureau, pp. 33-89.

McGregor, Deborah 2009 Honouring Our Relations: An Anishnaabe Perspective on Environmental Justice in Speaking for Ourselves: Environmental Justice in Canada (Agyeman, Julian et al, eds.). Vancouver: UBC Press. Pp. 27-41.

Fall 2010 Naming the Moment on Environmental Justice 25

ES 3125 24 Popular Education for Social & Environmental Justice

Based on the popular education model of collective learning through the process of action-reflection-action, the 'Spiral Model' represents the flow of this process. It is important to recognise that while the spiral model appears to follow a path from one step to the next, there is no definite order as the spiral moves through a continuum, from the bottom upward. In working through the STM process, a group may be drawn to return and re-examine a previous phase, while each time reflecting at a deeper level than before. Once an issue has been subjected to an STM process there is, ideally, a new starting point from which to begin again.

Setting the Stage for Democratic Communication

Naming Ourselves

Naming the Issues

Assessing the Forces

Planning for Action

Taking Action

Evaluation

Looking for patterns

Fall 2010 Naming the Moment on Environmental Justice 9

marino, dian 1997 Introduction & Chapter 1: Landscape for an Easily Influenced Mind in Wild Garden: art, education and the culture of resistance. To ronto: Between the Lines, pp. 1-42. 4. OCT 1 FRAMING AND RE:FRAMING Kane, Liam

2001 Chapter 4 in Popular Education and Social Change in Latin America. London: Latin America Bureau, pp. 90-110.

Simon, Roger 1982 Gramsci’s Concept of Hegemony: an outline in Gramsci’s Political

Thought: An Introduction. London: Lawrence & Wishart, pp. 21-28. Barndt, Deborah

1989 Naming the Moment: Political Analysis for Action – A Manual for Community Groups. Toronto: The Moment Project & The Jesuit Centre for Social Faith and Justice. marino, dian 1997 Chapter 6: Re:framing: Hegemony and Adult Education Practices in Wild Garden: art, education and the culture of resistance. To ronto: Between the Lines, pp. 103-118. 5. OCT 15 IT’S ABOUT POWER Starhawk 1987 Fierce Love: Resisting the Weapons the Culture Has Devised against the Self in Truth or Dare: Encounters with Power, Authority and Mystery. San Francisco: Harper & Row; pp. 71-89. marino, dian 1997 Chapter 2: Thoughts on Teaching and Learning in Wild Garden: art, education and the culture of resistance. Toronto: Between the Lines, pp. 43-56. marino, dian 1997 Chapter 5: Obstacles to Speaking Out in Wild Garden: art, educa tion and the culture of resistance. Toronto: Between the Lines, pp. 89-102.

ES 3125 10 Popular Education for Social & Environmental Justice

6. OCT 22 NOT JUST A BAG ‘O TRICKS Kane, Liam

2001 Chapter 5 in Popular Education and Social Change in Latin America. London: Latin America Bureau, pp. 111-142.

Arnold, Rick et al 1990 Chapter 2 in Educating for a Change. Toronto: Between the Lines;

pp. 31-67. Manuals, ‘zines, etc 7. Oct 29 NAMING THE MOMENT - STRUCTURE & CONJUNCTURE 1 Kane, Liam

2001 Chapter 6 in Popular Education and Social Change in Latin America. London: Latin America Bureau, pp. 143-169.

Burke, Bev et al 2002 Chapter 7 – Facilitation in Education for Changing Unions. Toronto: Between the Lines; pp. 132-158.

Fall 2010 Naming the Moment on Environmental Justice 23

Naming the Moment: Some background Naming the Moment followed the road back to Canada that many international development volun-teers and workers took from the 1970s onward. It was in Latin American critical literacy and development work that a number of Canadian educators encountered the variety of popular educa-tion methods being used to enable communities to better resist the many oppressions that are yet with us (if not intensifying).

One popular education method encountered was conjunctural analysis. As applied by some popular education organisations, this was a collective means of conducting political analysis for action. In the mid-eighties the Toronto-based Jesuit Centre for Social Faith & Justice began The Moment Pro-ject, which developed conjunctural analysis in a Canadian context (calling it “Naming the Moment”) and included an annual workshop series, a periodical and cultural production workshops.

Two dynamics proved important here: the movements of forces within society and the learning logic of action-reflection-action. What is unique about Naming the Moment is that it acknowledges that all people have experience that gives them the potential and the right to engage in this kind of analysis, and in so doing this, people can become actors in changing their world and not merely ‘acted-upons’.

There are two ways in which it is important to recognise the meaning of ‘popular’ in popular education. First is the choice that popular education makes to take the side of the oppressed, recognising, as Freire has argued, that no education is neutral. Second is the power of the process of action-reflection-action. When applied to the way in which people learn this affirms that the starting point for all learning is action - people live in the world and act all the time. Nobody enters a relationship or a process as a blank slate. We all have experiences that have shaped us and upon which we rely to explain the world to ourselves. In order to change the world in which we live, especially when it comes to resisting oppression, we must reflect upon that experience, analyse it critically for strengths and weaknesses and, finally, bring our reflection to bear upon new action which in turn will need to be reflected upon.

As conjunctural analysis made its way into Canada, the importance of social location asserted itself. Who was doing the analysis for whom? The educators who returned with the news and learnings about popular education were, predictably, relatively privileged individuals, and while no-one escapes participation in relations of oppression, it was important to be self-conscious about the stakes in-volved for returned Canadian volunteers and popular educators to be advocates of and partici-pants in social justice movements. It was quickly obvious that before any popular education proc-ess could begin in Canada, there were questions that needed to be posed about who was involved in the work. Naming the Moment incorporated this as the first phase: Naming Ourselves.

ES 3125 22 Popular Education for Social & Environmental Justice

INTRODUCTION

Seize the Moment - made simple What is Seize the Moment? Seize the Moment (STM) is a method of democratic critical thinking used in community building and development for positive social change. STM is a democratic way for groups to do problem solving around issues that affect the com-munities they serve. Using STM leads to stronger collective abilities to do social analysis for action, more efficient delivery of services to people in need, a more interconnected service and social movement sector, and a more informed and involved public amongst other things. Based on the process Naming the Moment (see next page for some background), an innovative method developed in the 1980s that incorporated the then current learning's from the fields of organizational development, adult education, skills training, conflict resolution, coalition building and more, STM builds on this history and, like its predecessor, builds on the best practices avail-able both in the above-mentioned fields as well as drawing on the unique experiences of partici-pating organizations. How does it work? The STM model is also based on the critical thinking process of action-reflection-action that can be applied in many different ways. STM’s basic steps include: The actual implementation of an STM process requires drawing on a vast menu of possible activities depending on the specific context (organizational change, cross-sectoral analysis, coalition building, etc.). Usually a representative group will work on behalf of a larger group to design and facilitate an STM process. This process of design happens during the first phase “Setting the stage for De-mocratic Communication” during which many decisions are made that have to do with enabling and supporting the maximum amount of participation desirable of those individuals and groups most affected by the issue being analyzed. This process of design and preparation may result in a one to five day workshop, a series of evening workshops or a delegated committee meeting on behalf of the larger group. As a self-reflexive process STM is constantly changing and adapting to new circumstances and the unique needs and cultures of the many groups that choose to conduct this type of popular education process.

1. Setting the stage for Democratic Communication 2. Naming ourselves 3. Naming the Issues 4. Assessing the Forces

5. Planning for Action 6. Taking Action 7. Evaluation

Fall 2010 Naming the Moment on Environmental Justice 11

8. NOV 5 NAMING THE MOMENT - STRUCTURE & CONJUNCTURE 2 Rebick, Judy 2009 Chapter 3 & Chapter 4 in Transforming Power: From the Personal to the Political. Toronto: Penguin Canada; pp. 53-83. 9. NOV 12 NAMING THE MOMENT - STRUCTURE & CONJUNCTURE 3 cavanagh, chris 2006 Do You See What I Mean essay & ‘Zine 10. NOV 19 NAMING THE MOMENT - STRUCTURE & CONJUNCTURE 4 marino, dian 1997 Drawing from Action for Action: Drawing and Discussion as a Popular Research Tool in Wild Garden: art, education and the culture of resistance. Toronto: Between the Lines, pp. 61-88 11. Nov 26 ‘FACILITATING’ LEARNING Kane, Liam

2001 Chapters 7 & 8 in Popular Education and Social Change in Latin America. London: Latin America Bureau, pp. 170-213.

12. DEC 3 IT’S STORIES ALL THE WAY DOWN Kane, Liam

2001 Chapter 9 & Postscript in Popular Education and Social Change in Latin America. London: Latin America Bureau, pp. 214-264.

ES 3125 12 Popular Education for Social & Environmental Justice

EXPECTATIONS & EVALUATION

Assignment #1:

A Story About Learning a short essay about learning – 1000 to 1500 words (15%)

DUE: beginning of class on October 3, 2010

Learning is, arguably, the most ubiquitous activity in our life. From the moment we are born we begin to learn. With family, friends, community and, eventually, educa-tional institutions; our first couple of decades are structured by learning. Many people spend all or part of their third decade in the structured learning situations of college, undergraduate and graduate education. And in school or not, learning is an almost daily necessity of life. This essay is an opportunity to reflect on one or more experi-ences of learning in your life thus far. The following points are a guide to assist you:

• This essay is about the way learn. And, in particular, should describe and discuss the way(s) that you prefer to learn.

• Tell a story. You are not being asked for a bulleted list of skills, habits, behaviours, etc.

The grade for the course will be based on the following items weighted as indicated: Asgmnt #1 – short essay: Story About Learning 15% Asgmnt #2 – presentation & report: Naming the Moment 25% Asgmnt #3 – Praxis paper 25%Participation (including structured criticisms): 35%

Fall 2010 Naming the Moment on Environmental Justice 21

A good meeting is a rare thing. As the previous sections indicate, there is a great deal of preparation work that is necessary. But once the work is done and you are

at the meeting there is then the need to run the meeting well and democratically. There are many approaches to facilitation and no single one is the right way. Circumstances are all-important. Facilitation is a form of group leadership that puts the emphasis on the participation of group members in both the tasks and processes of the meeting. A facilitator can act according to a range of styles from very hands-off to very interventionist. Generally, when facilitating, you should keep in mind:

Guidelines for FACILITATING

• watching the time (keeping to the agreed schedule and pacing things well) • keeping the group focussed on the agreed short & long term objectives • providing adequate opportunity for all to participate • encouraging active participation • affirming and drawing on the full range of experience and knowledge in the group • making sure that the time and space is being shared (not monopolized by any one

person or interest) • identifying conflict frankly and not being afraid to address it • offering process suggestions whenever necessary (e.g. be willing to re-negotiate

agenda if necessary) • name issues through problem posing • keep an eye on people’s energy levels and, regardless of agenda and schedule,

be willing to suggest changes • remind group members of participation guidelines if and when necessary • share responsibility for sharing information (ask if someone else in group can

answer a question raised) • share process responsibility when possible (e.g. keeping time, recording notes,

filling in late-comers about what has happened so far) Facilitating a good meeting should include:

• starting on time • starting with introductions • reviewing the agenda • making sure that all are being given opportu-

nity to participate • ensuring that note-taking is useable by all

participants (e.g. for visually-impaired is the writing large enough to see, or posted low enough on a wall to read)

• setting an ending time and sticking to it (or re-negotiating as soon as possible)

• establishing guidelines • reminding all participants that everyone has

different preferences and abilities regarding communication and that this takes time, patience and cooperation

• finish one thing before moving on • affirm decisions (re-stating as necessary) • set next meeting time (make sure you leave

enough time to negotiate this) • keeping your sense of humour

ES 3125 20 Popular Education for Social & Environmental Justice

E ach time we participate in a democratic communication we must put our prin-ciples into action. This action will change from situation to situation. But there

are some basic guidelines for participation and facilitation that are worth considering. Guidelines are not rules that must be followed or broken. A guideline that works in one situation may be inappropriate in another. And guidelines are not intended to prevent communication and, if they are doing so, they must not be treated as unquestionable rules. Unique guidelines can be created, shared and agreed upon as each situation demands. Feel free to write some or all of these guidelines on a flip chart at the beginning of a meeting. Add new ones. Check with the group if the guidelines assist their democratic participation.

GUIDELINES FOR Participation

Some useful guidelines for participation include: • Asking the individual how they would like to proceed with a situation (for ex-

ample, how would a person like to have their messages communicated)

• respect that there are different abilities to communicate in the group

• respect that there are different cultural ways to communicate in the group

• listen more

• speak for yourself; don’t volunteer other people to speak

• turn off cell phones and pagers during the meeting

• Don’t interrupt when someone else is speaking

• if the process is unclear ask the facilitator (or a fellow participant) to clarify

• respect the process

• minimize cross talk

• take your turn to speak

• listen actively

• consider when it is best to speak from your experience

• take responsibility for your own participation

• offer assistance to the process, if appropriate

• look at the person to whom you are speaking

• be aware of using acronyms and other jargon that may need translation or explanation for other group members (i.e. take responsibility for the language you use)

• give space for people who haven’t spoken yet; your point may be shared by someone else

• think about what you are going to say before speaking

Fall 2010 Naming the Moment on Environmental Justice 13

• Consider moments in your life when you learned a lasting lesson – whether this was a positive or negative learning experience. Choose an experience (you can choose to focus on one experience or two or three experiences linked by a theme) that explain the preferred way of learning you are de-scribing.

• Connect this learning to why you are in a class about social and environ-mental justice.

• If you have ever been in the position of teaching others something that you had learned, you can include this experience. Did this teaching experience help you develop your own preferences?

• Link your preferred way of learning to how you think positive social and environmental change happens.

• Challenge yourself. Our preferences can often mean that we need to strengthen other ways of learning. What are two or three ways that you can become a better learner?

• You can include personal history, critical questions, ideas about popular edu-cation, social and environmental justice or other practices and theories of critical education of which you have knowledge or experience.

• You do not need to restrict your experience only to that of formal schooling. You can draw from any aspect of your life.

Assignment #2:

Presentation and report (25%) Presentation to happen in November

Report Due: Dec.5

You will form a team of three to five people. You will choose (or be assigned) an environmental justice topic for which you will prepare a presentation/activity to be presented in one of the classes in November. Your presentation or activity will be based on the popular education material and exercises that will be shared and covered in the course. The presentation will be approximately 30 minutes. The team will collaborate on a report (3 to 5 pages plus appendices) and each individual will write a personal reflection (300 to 500 words) on the learning experience of this team research and presentation. Further instructions will be shared once the course has begun.

ES 3125 14 Popular Education for Social & Environmental Justice

Assignment #3:

Praxis Paper including self-evaluation (25%)

Due: Dec 5, 2010 This final paper will be a chance to revisit your learning throughout this course. You will review your first assignment and all structured criticisms (these will be included as appendices) and your team experience. You will be expected to con-nect the course material with your learning. Further instructions will be shared once the course has begun. (For assignments submitted on the last day of class, please refer to “Instructions for Submission and Return of Final Assignments” section below)

Your Participation (35%)

Your grade will be based on your attendance in class (which will be measured by the structured criticisms that will be completed at the end of each class), contributions to class discussions, awareness of issues in required readings, and ability to relate issues to broader concerns of the course. Your participation grade will be assigned based on a subjective assessment of these factors.

Structured Criticisms:

A structured criticism is a dynamic way of evaluating something (a classroom situation, reading, event, experience, person, relationship, etc…). A structured criticism includes:

• What you connected with and how this insight is important for you or what

helped you learn this in this particular class. • What you learned about the way you learn. • What you would like to change to better fit you & your values.

Fall 2010 Naming the Moment on Environmental Justice 19

ate Programs Calendar), available at: http://www.yorku.ca/secretariat/legislation/senate/acadhone.htm There is also an academic integrity website with complete information about academic honesty. Students are expected to review the materials on the Academic Integrity website at: http://www.yorku.ca/tutorial/academic_integrity/ HPRC REVIEW PROCESS — FES GUIDELINES AND PROCEDURES FOR ETHICAL REVIEW OF RESEARCH INVOLVING HUMAN PARTICIPANTS IN UNDERGRADUATE COURSES York students are subject to the York University Policy for the ethics review process for research involving Human Partici-pants. All research activity with human participants and minimal risk as part of this course has to undergo ethical review. Please consider the following definitions:

• “Human participants” in research will be defined as persons who provide data or information to the re-searcher which are typically not part of their professional capacity.

• The draft definition of funded research from the Human Participants Review Sub-Committee [HPRC] is: “‘Funded’ will refer to all research that is receiving money that is in response to a specific proposal and administered by the university. Research using monies not administered by the University, and/or not in response to a specific proposal, will be considered ‘unfunded’.”

• The definition of minimal risk being used is the one given in the SSHRC/NSERC/MRC Tri-Council Policy State-ment Aethical Conduct for Research involving Humans@ (August, 1998): “If potential subjects can reasonably be expected to regard the probability and magnitude of possible harms implied by participation in the research to be no greater than those encountered by the subject in those aspects of his or her everyday life that relate to the research, then the research can be regarded as within the range of minimal risk.” (p. 1.5)

HPRC review forms are available at: http://www.yorku.ca/fes/resources/acadreg/ Student Conduct: Students and instructors are expected to maintain a professional relationship characterized by courtesy and mutual respect and to refrain from actions disruptive to such a relationship. Moreover, it is the responsibility of the instructor to maintain an appropriate academic atmosphere in the classroom, and the responsibility of the student to cooperate in that endeavour. Further, the instructor is the best person to decide, in the first instance, whether such an atmosphere is present in the class. A statement of the policy and procedures involving disruptive and/or harassing behav-iour by students in academic situations is available on the York website at: http://www.yorku.ca/secretariat/policies/document.php?document=124 Access/Disability: York provides services for students with disabilities (including physical, medical, learning and psychiatric disabilities) needing accommodation related to teaching and evaluation methods/materials. It is the student's responsibility to register with disability services as early as possible to ensure that appropriate academic accommodation can be pro-vided with advance notice. You are encouraged to schedule a time early in the term to meet with each professor to discuss your accommodation needs. Failure to make these arrangements may jeopardize your opportunity to receive academic accommodations. Additional information is available at www.yorku.ca/disabilityservices or from disability service providers: • Office for Persons with Disabilities: N108 Ross, 416-736-5140, www.yorku.ca/opd

• Learning and Psychiatric Disabilities Programs - Counselling & Development Centre: 130 BSB, 416- 736-5297, http://www.yorku.ca/cdc/

• Atkinson students - Atkinson Counselling & Supervision Centre: 116 Atkinson, 416-736- 5225, www.yorku.ca/atkcsc

• Glendon students - Glendon Counselling & Career Centre: Glendon Hall E103, 416-487- 6709, www.glendon.yorku.ca/counselling

ES 3125 18 Popular Education for Social & Environmental Justice

Grading Scheme, Assignment Submissions, and Lateness Penalties: The grading scheme for ENVS courses conforms to the 9-point system used in other undergraduate programs at York. Assignments and tests will bear either a letter grade designation (e.g., A, B, C+, etc.) or an equivalent percentage grade. (See detailed descriptions in the FES Regulations or in the BES Supplementary Calendar.) The final grade for the course will be calculated using the weighting formula established above for this course. Instructions for Submission and Return of Final Assignments: In cases where students will be handing an assignment late in the term and the Professor will not have an opportunity to return the graded assignment in a subsequent class/tutorial, special arrangements must be made to accommodate students’ wishes to have the graded assignment returned to them:

• students must submit their final assignment with a self-addressed, stamped, envelope if they want to receive the graded assignment. If the assignment is more than 5 pages in length they are advised to have the post office weigh the package to determine appropriate postage required.

• if students do not attach a self-addressed stamped envelope, they must attach a document with their course details, their name and student number and their signature and a statement confirming they do not wish to have the assignment returned to them.

Proper academic performance depends on students doing their work not only well, but on time. Accordingly, the assign-ments for ENVS courses must be received by the Instructor on the due date specified for the assignment. Assignments can be handed in either in class or the course drop box located across from room 114 HNES. Note: students may have their essay or assignment date stamped by Reception staff in HNES 109. Once date stamped, Reception staff will deposit the essay or assignment in the course drop box on behalf of the student. Assignments should not be deposited in the Instructor’s mailboxes in the HNES building, nor will they be accepted by OSAS staff. Lateness Penalty: Assignments received later than the due date will be penalized 5% of the value of the assignment per day that the assignments are late. For example, if an assignment worth 20% of the total course grade is a day late, 1 point out of 20 (or 5% per day) will be deducted. Exceptions to the lateness penalty for valid reasons such as illness, compassionate grounds, etc. will be entertained by the Course Director only when supported by written documentation (e.g., a doctor’s letter). ADDITIONAL INFORMATION Inclusivity in the BES Program: The BES Program strives to include a broad range of perspectives and substantive mate-rial in its course offerings. Central to a clear understanding of environmental problems is the link between exploitation of the natural world, and justice issues related to racism, gender inequity, and poverty. An inclusion of non-western perspectives is therefore essential to a fruitful discussion of North-South issues, and environmental debates generally. Religious Observance Days: York University is committed to respecting the religious beliefs and practices of all members of the community, and making accommodations for observances of special significance to adherents. Should any of the dates specified in this syllabus for in-class test or examination pose such a conflict for you, contact the Course Director within the first three weeks of class. Similarly, should an assignment to be completed in a lab, practicum placement, workshop, etc., scheduled later in the term pose such a conflict, contact the Course director immediately. Please note that to arrange an alternative date or time for an examination scheduled in the formal examination periods (December and April/May), students must complete and Examination Accommodation Form, which can be obtained from Student Client Services, W120 Bennett Centre for Student Services or online at http://www.registrar.yorku.ca/pdf/exam_accommodation.pdf Student Representation: In order to facilitate the expression of student views, the Course Director will allow for class time to elect a student representative from the class list to represent student views and promote dialogue. This representative will also act as a liaison between the Office of Student Academic Services and the Undergraduate Program Director. Academic Honesty: York students are required to maintain high standard of academic integrity and are subject to the Senate Policy on Academic Honesty as set out by York University and by the Faculty of Environmental Studies. Please read the Senate Policy on Academic Honesty (which can be found as Appendix One of the Academic Regulations of the Faculty of Environmental Studies or in the University Policies and Regulations section of the York University Undergradu-

Fall 2010 Naming the Moment on Environmental Justice 15

component Length and/or weight due date

A Story About Learning 15% 750 to 1250 wrds

Oct. 1

2. Presentation and report 25% See desc for length

Nov. & Dec. 5

3. Praxis Paper including self-evaluation 25% Dec. 3

4. Your Participation 35% ongoing

ASSIGNMENT SCHEDULE SUMMARY:

ES 3125 16 Popular Education for Social & Environmental Justice Fall 2010 Naming the Moment on Environmental Justice 17