Wednesday, May 22, 2013

The Past, Present, and Future of Environmental Justice

A celebration

This year marks a milestone for Environmental Justice in the U.S. It's been 20 years since the establishment of the U.S. Environmental Protection Agency's (EPA) Office of Environmental Justice (OEJ). The OEJ has been celebrating this anniversary with a series of 20th Anniversary Videos featuring stories and interviews with Environmental Justice leaders from communities, non-governmental organizations, and public institutions. Locally, we've also been celebrating the 20th anniversary of a Boston-based Environmental Justice organization - Alternatives for Community and Environment (ACE). Since 1993, ACE has been both a local and a national leader for Environmental Justice, defending and promoting disadvantaged communities through a mix of legal and technical support, policy advocacy, and community organizing. Last week, ACE held a celebratory event entitled "An Evening for ACE" at the SEIU Local 615 headquarters in downtown Boston. The event brought together a panel of ACE's leaders: the original founders of ACE, Charlie Lord and Bill Shutkin, as well as the current Executive Director Kalila Barnett, former ED Penn Loh, and REEP alumnus and ACE board member Carlos Moreno. The event was moderated by Julian Agyeman. The event was well attended by longtime friends and supporters, as well as new friends and allies. A 20th anniversary is a good time to reminisce, take stock, and look to the future.

What EJ has wrought

The fundamental insight that the Environmental Justice movement has brought to environmental debates is simply this: not everyone is affected by environmental issues in the same way. This is the case for at least two reasons. Environmental burdens (and amenities) are almost never equally distributed. Since the late 1980s, a voluminous body of research has repeatedly shown that waste sites, noxious industry, and various other forms of environmentally degrading activity are often located in lower income communities and communities of color. The converse is often true too, such that the distribution of "good" things, like parks and trees, are often not in these same communities. Second, even when it appears that some environmental issues are equally distributed (at least geographically), there can still be inequity. We're all exposed to climate change, but we're not all equally vulnerable, and we're not all equally responsible.

A second big idea that EJ has drawn attention to (a public health perspective) is that "the environment" is "where we live, work and play." The environment is not just wilderness or the oceans or scenic landscapes. It is the day-to-day places occupied and used and built by people, and for most of humanity, this means urban environments. The result of this insight is "the environment" includes the environmental quality of homes, schools, workplaces, neighborhoods - and the infrastructure that makes human-environments function and liveable. And as the EJ movement has shown repeatedly, the environmental quality of "where we live, work and play" can vary enormously from community to community, whether we're talking about air pollution, solid waste management, access to quality schools or access to transportation. When we bring these two EJ insights together, what we have is a fundamentally social perspective on the environment - one that sees environmental quality as a reflection and a consequence of the relationships between people. Degraded environments and marginalized communities go hand in hand. Improving the environment does not just mean fixing environmental problems; it means changing the relationships between people. Improved public participation, more transparency by government and the private sector, fair and realistic opportunities for well being and economic security, and honest dialogues about social challenges, goals and needs - and of course, quality science.

Where we're going and what we need

At the ACE event, Professor Agyeman asked the panelists to talk about where they saw the EJ movement heading. What kinds of topics are drawing the EJ movement's interest now and into the foreseeable future? The panelists identified a number of topics and campaigns of growing interest: food justice, transportation justice, just sustainability, green justice, and economic justice. What's striking to me is how much more attention the EJ movement has placed on solutions-based or productive initiatives - programs to develop and promote positive or constructive change in marginalized communities and for the society at large. This is a significant change from the early EJ movement which was so focused (necessarily) on identifying problems and reacting to threats. But ACE's current ED, Kalila Barnett, struck a note of caution. She acknowledged the importance of the topics identified by the others, but she reminded us that the battles of the past are still with us. ACE and other EJ activists are still dealing with problems of localized air pollution, siting of noxious industry, waste siting, and discriminatory treatment. And while the Environmental Justice movement celebrates the anniversary of the founding of important institutions and organizations, its campaigns are still woefully under-funded. Environmental Justice has changed this country's environmental conversation, but it remains marginalized in support and funding in comparison to "mainstream" and environmental causes and organizations.

There is a lot to celebrate in the Environmental Justice movement, and there is a lot yet to be done. Leaders in the movement, like those highlighted by the EPA and by ACE, deserve our thanks and praise. For the movement to make positive change, we still need more people and organizations to step up. Thanks to those who have supported this cause and to those yet to do so. This is how we improve our environment and strengthen a movement and our society.

Friday, May 17, 2013

The 'G' in STEM

Geography is a STEM subject.

STEM is an acronym for Science, Technology, Engineering and Mathematics, and STEM is the focus of an enormous amount of educational effort, across the U.S. and abroad. The basic idea is that STEM education is vital to the success of individual students and the technological and economic progress of our society. STEM encompasses a broad array of subjects, although this point bears repeating. The STEM Education Coalition calls for "An inclusive definition and use of the term “STEM education” by federal and state programs that is not limited to only math and science, but also embraces engineering and technology, and broadly encompasses related STEM fields and their unique needs."

I had an opportunity recently to highlight Geography's STEM credentials at the "Get Energized! Powering the Future with Green STEM Education" event hosted by the Boston Youth Environmental Network (BYEN) at the Benjamin Franklin Institute of Technology in Boston. The purpose of this event was to draw attention to teaching about sustainability, renewable energy, and clean technology concepts and careers. I was invited to set up an interactive demonstration for the exhibition session, and also to participate as a panelist in a session on Pathways into Green STEM Careers.

It isn't hard to demonstrate how Geography is both a STEM subject and a promising ('Green') career pathway, especially when it involves geospatial technology (e.g. digital maps, GPS, satellite imagery). I demonstrated the use of ArcGIS, a Geographic Information Systems (GIS) program, for the siting of wind turbines in Massachusetts. I adapted this from an exercise I've used for both my undergraduate and graduate GIS students. You can see screenshots of the process in the slideshow, although we did it interactively at the event. MassGIS has an online Wind Energy Site Screening Tool that lets you interactively explore a similar process. My goal was to highlight how a spatial approach and perspective - combining geospatial technology and an understanding of human-environment interactions (core aspects of Geography) - supports sustainable, green development. It can be lucrative too. A recent article in Science Careers entitled "The New Cartographers" highlighted the nation's need for a ready supply of graduates in GIS and related fields. This echoes analyses by the U.S. Department of Labor.

Geospatial analysis is a sub-discipline of Geography, and Geography, and the STEM aspects of Geography, are more than geospatial technology. Geography has many definitions, but a common aspect is its spatial perspective - across social and physical phenomena - and interest in "big picture" relationships, especially human-environment relationships. Geography has long been recognized as a core discipline, but that recognition hasn't always been robust. Of nine areas listed as core academic subjects in the No Child Left Behind Act, geography is the only one that has no dedicated federal funding program. In Massachusetts, Geography education has gotten short shrift. However, the Massachusetts Geographic Alliance has been spearheading an effort to establish a state-sanctioned Commission on Geography Education to study the status of geography education in Massachusetts and make recommendations to the legislature. Ideally, this effort will result in reinstatement of Geography education in K-12 education throughout the Commonwealth. National Geographic has been leading a parallel effort at the national level in its campaign for "geo-literacy."

Given the national interest in STEM education, and Geography's solid STEM identity, it seems strange to have to plead Geography's case. But the work must be done.