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New York University Department of Media, Culture, and Communication

Environmental Communication MCC-UE 1027.001

Nicholas Mirzoeff Dept. of Media, Culture, and Communication 239 Greene Street 7th Fl Classroom location: TBD nm45@nyu.edu Class meeting times: TBD COURSE DESCRIPTION This course will investigate the dominant critical perspectives that have contributed to the development of Environmental Communication as a field of study. This course explores the premise that the way we communicate powerfully impacts our perceptions of the “natural” world, and that these perceptions shape the way we define our relationships to and within nature. The goal of this course is to access various conceptual frameworks for addressing questions about the relationship between the environment, culture and communication. Students will explore topics such as nature/ wildlife tourism, consumerism, representations of the environment in popular culture and environmental activism. LEARNING OBJECTIVES The course will address the following questions: How are environmental problems discussed and mediated within the public realm? How do these rhetorical and visual discourses structure our relationship to environmental crises? By the end of this course, students will:

• Identify the role of discourse, rhetoric and representation in shaping the way we think about the natural world.

• Describe how communication plays a significant role in the framing and discussion of environmental problems and solutions

• Explain the way representations of nature and the environment are politically, socially, and economically constructed.

• Analyze and engage in debates about local, national and global environmental disputes.

• Critically examine the way recent environmental concerns, such as global warming/ climate change are represented to the public.

• Interpret how conflicting discourses about the environment depend upon different values and views of nature and the human place in nature.

• Critique contemporary debates about environmentalism by framing them from the perspective of cultural analysis.

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REQUIRED TEXTS

R. Cox. Environmental Communication and the Public Sphere. Thousand Oaks, London, New Delhi: Sage, 2010. James G. Cantrill & Christine Oravec, eds. The Symbolic Earth: Discourse and Our Creation of the Environment. University Press of Kentucky, 1996.

ASSIGNMENTS AND EVALUATION You are responsible for the material covered in lecture and in the reading. You will be evaluated on (1) the level of your engagement with the class materials (as evidenced in your written work and class participation) (2) your capacity to explain your ideas and analysis in articulate and well-written forms (3) and your ability to creatively explore these theories and methodologies. All of your written work will be graded on two primary evaluative scales (1) how well it demonstrates an understanding of the theories and methodologies of the class (2) how well it structures and articulates its argument. Students are expected to do all readings in preparation for class and to participate fully in class discussions and on Blackboard. Written work for the class will consist of weekly Blackboard posts on the readings and topics, one midterm exam (which will be short essay questions) and a 12-15 page final paper on an approved topic of your choosing related to the course materials. Please note, a brief proposal with short bibliography for the final paper will be due in Week 9. Final evaluation of students’ performance will be made on the basis the following criteria. In class participation 10% Weekly Blackboard Posts and online discussion 20% Midterm 20% Project Proposal 10% Final Paper 40% Evaluation Rubric A= Excellent This work is comprehensive and detailed, integrating themes and concepts from discussions, lectures and readings. Writing is clear, analytical and organized. Arguments offer specific examples and concisely evaluate evidence. Students who earn this grade are prepared for class, synthesize course materials and contribute insightfully. B=Good This work is complete and accurate, offering insights at general level of understanding. Writing is clear, uses examples properly and tends toward broad analysis. Classroom participation is consistent and thoughtful.

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C=Average This work is correct but is largely descriptive, lacking analysis. Writing is vague and at times tangential. Arguments are unorganized, without specific examples or analysis. Classroom participation is inarticulate. D= Unsatisfactory This work is incomplete, and evidences little understanding of the readings or discussions. Arguments demonstrate inattention to detail, misunderstand course material and overlook significant themes. Classroom participation is spotty, unprepared and off topic. F=Failed This grade indicates a failure to participate and/or incomplete assignments A = 94-100 A- = 90-93 B+ = 87-89 B = 84-86 B- = 80-83 C+ = 77-79 C = 74-76 C- = 70-73 D+ = 65-69 D = 60-64 F = 0-59 COURSE POLICIES Absences and Lateness More than two unexcused absences will automatically result in a lower grade. Chronic lateness will also be reflected in your evaluation of participation. Regardless of the reason for your absence you will be responsible for any missed work. Travel arrangements do not constitute a valid excuse for rescheduling exams. There are no extra credit assignments for this class. Format Please type and double-space your written work. Typing improves the clarity and readability of your work and double-spacing allows room for me to comment. Please also number and staple multiple pages. You are free to use your preferred citation style. Please use it consistently throughout your writing. If sending a document electronically, please name the file in the following format Yourlastname Coursenumber Assignment1.doc Grade Appeals Please allow two days to pass before you submit a grade appeal. This gives you time to reflect on my assessment. If you still want to appeal your grade, please submit a short

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but considered paragraph detailing your concerns. Based on this paragraph I will review the question and either augment your grade or refine my explanation for the lost points. General Decorum Slipping in late or leaving early, sleeping, text messaging, surfing the Internet, doing homework in class, eating, etc. are distracting and disrespectful to all participants in the course. Academic Dishonesty and Plagiarism http://steinhardt.nyu.edu/policies/academic_integrity The relationship between students and faculty is the keystone of the educational experience at New York University in the Steinhardt School of Culture, Education, and Human Development. This relationship takes an honor code for granted and mutual trust, respect, and responsibility as foundational requirements. Thus, how you learn is as important as what you learn. A university education aims not only to produce high-quality scholars, but to also cultivate honorable citizens. Academic integrity is the guiding principle for all that you do, from taking exams to making oral presentations to writing term papers. It requires that you recognize and acknowledge information derived from others and take credit only for ideas and work that are yours. You violate the principle of academic integrity when you • cheat on an exam, • submit the same work for two different courses without prior permission from your professors, • receive help on a takehome examination that calls for independent work, or • plagiarize. Plagiarism, one of the gravest forms of academic dishonesty in university life, whether intended or not, is academic fraud. In a community of scholars, whose members are teaching, learning, and discovering knowledge, plagiarism cannot be tolerated. Plagiarism is failure to properly assign authorship to a paper, a document, an oral presentation, a musical score, and/or other materials that are not your original work. You plagiarize when, without proper attribution, you do any of the following: • copy verbatim from a book, an article, or other media; • download documents from the Internet; • purchase documents; • report from other’s oral work; • paraphrase or restate someone else’s facts, analysis, and/or conclusions; or • copy directly from a classmate or allow a classmate to copy from you. SAMPLE

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Your professors are responsible for helping you to understand other people's ideas, to use resources and conscientiously acknowledge them, and to develop and clarify your own thinking. You should know what constitutes good and honest scholarship, style guide preferences, and formats for assignments for each of your courses. Consult your professors for help with problems related to fulfilling course assignments, including questions related to attribution of sources.

Through reading, writing, and discussion, you will undoubtedly acquire ideas from others, and exchange ideas and opinions with others, including your classmates and professors. You will be expected, and often required, to build your own work on that of other people. In so doing, you are expected to credit those sources that have contributed to the development of your ideas.

Avoiding Academic Dishonesty

• Organize your time appropriately to avoid undue pressure, and acquire good study habits, including note taking.

• Learn proper forms of citation. Always check with your professors of record for their preferred style guides. Directly copied material must always be in quotes; paraphrased material must be acknowledged; even ideas and organization derived from your own previous work or another's work need to be acknowledged.

• Always proofread your finished work to be sure that quotation marks, footnotes and other references were not inadvertently omitted. Know the source of each citation.

• Do not submit the same work for more than one class without first obtaining the permission of both professors even if you believe that work you have already completed satisfies the requirements of another assignment.

• Save your notes and drafts of your papers as evidence of your original work.

Disciplinary Sanctions When a professor suspects cheating, plagiarism, and/or other forms of academic dishonesty, appropriate disciplinary action may be taken following the department procedure or through referral to the Committee on Student Discipline.

Departmental Procedure

• The Professor will meet with the student to discuss, and present evidence for the particular violation, giving the student opportunity to refute or deny the charge(s).

• If the Professor confirms the violation(s), he/she, in consultation with the Program Director and Department Chair may take any of the following actions:

o Allow the student to redo the assignment o Lower the grade for the work in question o Assign a grade of F for the work in question o Assign a grade of F for the course o Recommend dismissal

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Once an action(s) is taken, the Professor will inform the Program Director and Department Chair, and inform the student in writing, instructing the student to schedule an appointment with the Associate Dean for Student Affairs, as a final step. Copies of the letter will be sent to the Department Chair for his/her confidential student file and the Associate Dean for Student Affairs. The student has the right to appeal the action taken in accordance with the School's Student Complaint Procedure as outlined in The Steinhardt School of Culture, Education, and Human Development Student's Guide.

Referral to the Steinhardt Committee on Student Discipline In cases when dismissal is recommended, and in cases of repeated violations and/or unusual circumstances, faculty may choose to refer the issue to the Committee on Student Discipline for resolution, which they may do through the Office of the Associate Dean for Student Affairs.

The Steinhardt School Statement on Academic Integrity is consistent with the New York University Policy on Student Conduct, published in the NYU Student Guide.

STUDENT RESOURCES

• Students with physical or learning disabilities are required to register with the Moses Center for Students with Disabilities, 719 Broadway, 2nd Floor, (212-998-4980) and are required to present a letter from the Center to the instructor at the start of the semester in order to be considered for appropriate accommodation.

• Writing Center: 269 Mercer Street, Room 233. Schedule an appointment online at

www.rich15.com/nyu/ or just walk-in.

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SCHEDULE OF CLASSES, READINGS AND ASSIGNMENTS WEEK ONE – Introducing Environmental Communication Class 1: Introductions, Overview Class 2: Introduction to the field Read:

• Tema Milstein, “Environmental Communication Theories,” in Stephen W. Littlejohn and Karen A. Foss, eds. Encyclopedia of Communication Theory. Thousand Oaks: Sage, 2009. Pp. 344-49.

• • Cox, R. Environmental Communication and the Public Sphere. Thousand Oaks:

Sage, 2010. (Introduction & CH1, “Studying Environmental Communication, pp. 1-43)

WEEK TWO – Origins of Environmentalism & Environmental Communication Class 1: Origins of Environmentalism Read:

• J.E. De Steiguer, Origins of Modern Environmental Thought, University of Arizona Press, 2006. (selections)

• Rachel Carson, Silent Spring (selections) Class 2: Conservationism, Preservationism and Sustainability Read:

• Christine Oravec, “Conservationism vs. Preservationism: The ‘Public Interest’ in the Hetch-Hetchy Controversy,” Quarterly Journal of Speech, 70, 444-58.

• Elizabeth Kolbert, “Turf Wars,” New Yorker, July 21, 2008: http://www.newyorker.com/arts/critics/books/2008/07/21/080721crbo_books_kolbert

WEEK THREE-- Social/ Symbolic Constructions of Nature Class 1: Social Construction Theory Read:

• Neil Everndon, The Social Creation of Nature, pp.1-39 • Cox, CH2: “Social/ Symbolic Constructions of ‘Environment,” pp. 45-70

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Recommended:

Walker Percy, “The Loss of the Creature” in Message in the Bottle Class 2: The Newsmedia and the Framing of the Environment Read:

• Alison Anderson, Media, Culture and the Environment (CH4) • Hannigan, J (1995) 'News media and environmental communication' in Hannigan,

J (1995) Environmental Sociology. London. Routledge pp 58-75 WEEK FOUR--Environmental Discourse Class 1: Environmental Rhetoric Read:

• Killingsworth, M. & Palmer, J. (1992). Ecospeak: Rhetoric and environmental politics in America. Carbondale, IL: Southern Illinois University Press. (Introduction & CH1)

• Cantrill, J. G., & Oravec, C. L. (Eds.). The Symbolic Earth: Discourse and our Creation of the Environment. Lexington: University of Kentucky Press, 1996. (Introduction, pp. 1-5)

Recommended: John Opie and Norbert Elliot, “Tracking the Elusive Jeremiad: The Rhetorical Character of American Environmental Discourse” in Oravec, The Symbolic Earth Class 2--Discourses of Nature Consumption Read:

• Glenn, C. B. (2004). “Constructing Consumables and Consent: A Critical Analysis of Factory Farm Industry Discourse.” Journal of Communication Inquiry, 28(1), 63-81.

• Milstein, T. (2009). ‘Somethin’ tells me it’s all happening at the zoo:’ Discourse, power, and conservationism. Environmental Communication: A Journal of Nature and Culture, 3(1), 24-48.

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WEEK FIVE--Nature Tourism Class 1: Landscape Read:

• Wilson, A. (1992). The Culture of Nature: North American Landscape from Disney to the Exxon Valdez. Cambridge, MA: Blackwell. Chapter 1, “The View from the Road: Recreation and Tourism” (pp. 19-52)

• William Cronon, “The Trouble with Wilderness; or, Getting Back to the Wrong Nature,” in Guernica: A Magazine of Art and Politics, May 2005, excerpted from Uncommon Ground: Toward Reinventing Nature, edited by William Cronon. © 1995 by William Cronon. Reprinted with permission of the publisher, W. W. Norton & Company, Inc. online at:

http://www.guernicamag.com/features/41/the_trouble_with_wilderness_or/

Class 2: Wildlife Tourism Read:

• Milstein, T. (2008). When whales “speak for themselves”: Communication as a mediating force in wildlife tourism. Environmental Communication: A Journal of Nature and Culture, 2(2), 173-192.

• Susan Davis, “Another World: Theme Parks and Nature,” in Spectacular Nature: Corporate Culture and the Sea World Experience (Berkeley: University of California Press, 1997), 19 – 39.

• Alexander Wilson, “From Reserve to Microenvironment,” in The Culture of Nature, Cambridge and Oxford: Blackwell, 1992, pp. 223-255.

WEEK SIX-- Wildlife Consumption Class 1: Theorizing Wildlife Read:

• Cyntha Chris, Watching Wildlife, (selections) • Donna Haraway, Primate Visions (Introduction)

Class 2: Consuming Humans Read:

• Schutten, J. K. (2008). Chewing on the Grizzly Man: Getting to the meat of the matter. Environmental Communication: A Journal of Nature and Culture, 2(2), 193-211.

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• Hatley, James (2002). Where the Beaver Gnaw: Predatory Space in the Urban

Landscape. In Backhaus, G. & Murungi, J. (Eds.), Transformations of Urban and Suburban Landscapes: Perspectives from Philosophy, Geography and Architecture (pp. 35-53). Lanham, MD: Lexington Books.

WEEK SEVEN--The Environment in Crisis Class 1: Urban Disaster Read:

• Mike Davis, "The Dialectic of Ordinary Disaster" and "How Eden Lost its Garden" in Ecology of Fear.

Class 2: Apocalypse Scenarios and the Media Read:

• Christina R. Foust and William O’Shannon Murphy. “Revealing and Reframing • Apocalyptic Tragedy in Global Warming Discourse.” Environmental

Communication: A Journal of Nature and Culture 3.2 (July 2009): 151-­‐167. WEEK EIGHT---- Climate Change Class 1: Global Warming Read:

• Michael Shellenberger and Ted Nordhaus. The Death of Environmentalism: Global Warming Politics In a Post  Environmental World. 2004. (selection)

Class 2: Visual Renderings of Climate Change Read:

• Cox, pp. 66-­‐70. • Finis Dunaway. “The Ecological Sublime.” Natural Visions: The Power of Images

in American Environmental Reform. Chicago: University of Chicago Press, 2005. 194-­‐212

• Julie Doyle. “Seeing the Climate? The Problematic Status of Visual Evidence in Climate Change Campaigning.” Ecosee: Image, Rhetoric, Nature. Eds. Sidney I. Dobrin and Sean Morey. Albany: SUNY Press, 2009. 279-­‐298.

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WEEK NINE -- Visual Culture of the Environment Class 1: Visualizing the Planetary Read:

• Kris Belden-Adams, “Time Implosion in NASA’s Whole-Earth Photographs,” Spectator 28.2 Fall 2008.

• El Hadu Jazairy, New Geographies, 4: Scales of the Earth (selections) Class 2: The case of Katrina Read:

• David Theo Golberg, “Blue Velvet,” in Vectors (2007) at http://www.vectorsjournal.org/index.php?page=7&projectId=82

*****Screening: Spike Lee, When the Levees Broke: A Requiem for New Orleans (2006), acts III and IV. DUE: Paper Proposal/ bibliography WEEK TEN --Waste Class 1: Garbage in the Global Economy Read:

• Gay Hawkins, The Ethics of Waste (Selections) • Pietra Rivoli, The Travels of a T-Shirt in the Global Economy: An Economist

Examines the Markets, Power, and Politics of World Trade, (selection) • Heather Rogers, “Spaceship Earth: Waste and Environmentalisms” in Gone

Tomorrow: The Hidden Life of Garbage.

***Screening: Isle of Flowers Class 2: The Case of Bottled Water Read:

• Andy Opel, “Constructing Purity: Bottled Water and the Commodification of Nature”

• Noel Sturgeon, “The Politics of the Natural in US History and Popular Culture” from Environmentalism in Popular Culture

Recommended: Elizabeth Royte, Bottlemania

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WEEK ELEVEN-- Environmental Justice Class 1: Environmental Advocacy Read:

• Cox, CH 7, “Environmental Advocacy Campaigns,” pp.225-254. • Michael Pollan. “Farmer In Chief.” New York Times Magazine 12 October 2008.

Class 2: Organizing for Change Read:

• Cox, CH 8 “Environmental Justice/ Climate Justice: Voices from the Grassroots,” pp. 263-297.

• Kevin Michael Deluca, Image Politics: The New Rhetoric of Environmental Activism, Intro & Ch. 4: “The Possibilities of Nature in a Postmodern Age: The case of environmental justice groups”

WEEK TWELVE-- Radical Environmentalism Class 1: Ecotopianism Read:

• Killingsworth, M. & Palmer, J. (1992). Ecospeak: Rhetoric and environmental politics in America. Carbondale, IL: Southern Illinois University Press. (CH6)

• Bron Taylor, “The Tributaries of Radical Environmentalism” Journal for the Study of Radicalism 2.1 (2008) 27-61

***Screening: If A Tree Falls: A Story of the Earth Liberation Front dir. Marshall Curry

Class 2: Ecofeminism Read:

• Greta Gaard, “Toward a Queer Ecofeminism,” in Stein, New Perspectives on Environmental Justice.

• Connie Bullis, “Retalking Environmental Discourses from a Feminist Perspective: The Radical Potential of Ecofeminism,” in Christine Lena Oravec, The Symbolic Earth: Discourse and our Creation of the Environment (Lexington, KY: The University of Kentucky Press, 1996)

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WEEK THIRTEEN: Green Consumerism

Class 1: Green Marketing

Read:

• Cox, CH 10, “ Green Marketing and Corporate Advocacy,” pp. 331-65 • Jimmie Killingsworth and Jacqueline Palmer, “Liberal and Pragmatic Trends in

the Discourse of Green Consumerism,” in Oravec & Cantrill

Class 2: Environmental Commodification on the Internet Read:

• Elizabeth R. Dorsey, H. Leslie Steeves & Luz Estella Porras, “Advertising Ecotourism on the Internet: Commodifying Environment and Culture”, New Media & Society, December 2004

WEEK FOURTEEN: Alternative Media and EcoActivism Class 1: EcoCulture Jamming Read:

• Sandlin, J. A., & Milam, J. L. (2008). Mixing pop (culture) and politics: Cultural resistance, culture jamming, and anti-consumption activism as critical public pedagogy. Curriculum Inquiry, 38(3), 323-350.

• Klein, N. (2002). Chapter 12: Culture jamming: Ads under attack. No Logo (pp.

279-309). New York: Picador. Class 2: Visualizing Activism Read:

Lisa D. Slawter. “TreeHuggerTV; Re-­‐Visualizing Environmental Activism in the Post-­‐Network Era.” Environmental Communication: A Journal of Nature and Culture 2.2 (July 2008): 212-­‐228.

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WEEK FIFTEEN: The Environment in Popular Culture:

Class 1: Animating the Environment

Read:

• Noel Sturgeon, “’The Power is Yours Planeteers!’ Race, Gender and Sexuality in Children’s Environmental Popular Culture,” in Stein, New Perspectives on Environmental Justice, pp.262-277.

• Nicole Starosielski, “’Movements that are drawn’: A history of environmental animation from The Lorax to Ferngully to Avatar,” International Communication Gazette, February 2011, Vol. 73 no. 1-2, 145-63.

Class 2: Conclusions

FINAL PROJECTS DUE: XXX

SUPPLEMENTAL BIBLIOGRAPHY/SUGGESTED READINGS

Cajete, G. (1999). Reclaiming Biophilia: Lessons from Indigenous Peoples. In G. A. S. D. R. Williams (Ed.), Ecological Education in Action: On Weaving Education, Culture, and the Environment. Albany: State University of New York Press. Cantrill, J.G. & C. L. Oravec (Eds.), The Symbolic Earth: Discourse and Our Creation of the Environment (pp. 38-57). Lexington: University Press of Kentucky. Chawla, L. (2002). Spots of Time: Manifold Ways of Being in Nature in Childhood. In P. H. Kahn, Jr. & S. Kellert (Eds.), Children and Nature: Psychological, Sociocultural, and Evolutionary Investigations (pp. 199-226). Cambridge, MA: The MIT Press Cronon, W. (Ed.), Uncommon Ground: Rethinking the Human Place in Nature (pp. 19-22). New York: W.W. Norton & Co. Delicath, John W. & Marie-France A. Elsenbeer, (Eds.) Communication and Public Participation in Environmental Decision Making. (pp. 13-33). New York: State University of New York Press. Dunlap, Riley. 'Public opinion and environmental policy' in Lester, JP (1997)(ed) Environmental Politics and Policy (Second Edition) Durham. Duke University Press pp 63-114.

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Dunwoody, S and Griffin, R (1993) 'Journalistic strategies for reporting long-term environmental issues: a case study of three Superfund sites in Hansen, A (1993) 'The mass media and environmental issues'. Leicester. Leicester University Press. pp 22-50 Durfee & Corbett, “Context and Controversy: Global Warming Coverage” : http://www.nieman.harvard.edu/reports/article/100594/Context-and-Controversy-Global-Warming-Coverage.aspx Ereaut,Gill and Nat Segnit. Warm Words: How Are We Telling the Climate Story and Can We Tell It Better? Institute for Public Policy Research. August 2006. Evans, M.M. & R. Stein (Eds.), The Environmental Justice Reader: Politics, Poetics, and Pedagogy (pp. 181-193). Tucson: University of Arizona Press. Friedman, Thomas L. Hot, Flat and Crowded. New York: Farrar, Straus and Giroux, 2008. Gomes, M.E. & A. D. Kanner (Eds.), Ecopsychology: Restoring the Earth, Healing the Mind (pp. 316-324). San Francisco: Sierra Club Books. Krimsky, S and Plough, A (1988) Environmental hazards: communicating risk as a social process'. Dover MA. Auburn House. Pezzullo, P.C. (1997) Toxic Tourism: Rhetorics of Pollution, Travel and Environmental Justice. Tuscaloosa: University of Alabama Press. Pyle, RM (2002). Eden in a vacant lot: Special places, species, and kids in the neighborhood of life. In PH Kahn, Jr. & SR Kellert (Eds.), Children and nature: Psychological, sociocultural, and evolutionary investigations (pp. 305-327). Cambridge, MA: The MIT Press. Rogers, R. A. Overcoming the Objectification of nature in constitutive theories: Toward a transhuman, materialist theory of communication. Western Journal of Communication, 62, 244-272. Stein, Rachel, ed. New Perspectives on Environmental Justice: Gender, Sexuality, and Activism. New Brunswick, NJ: Rutgers University Press, 2004. Stibbe, A. (2001). Language, power, and the social construction of animals. Society and Animals, 9(2), 145-161. Valladolid, J., & Apffel-Marglin, F. (2001). Andean cosmovision and the nurturing of biodiversity. In J. A. Grim (Ed.), Indigenous Traditions and Ecology: The Interbeing of Cosmology and Community (pp. 639-670). Cambridge, MA: Harvard Press.

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Walker G. B. & Daniels, S. E. (2004). Dialogue and deliberation in environmental conflict: enacting civic science. In Senecah, S. L. (Ed.), The Environmental Communication Yearbook, Volume 1 (pp. 135-152). Mahwah NJ: Lawrence Erlbaum. Warren, K.J. (Ed.), Ecofeminism: Women, Culture, Nature (pp. 327-355). Bloomington: Indiana University Press. World Wildlife Fund. Weathercocks and Signposts: The Environment Movement at a Crossroads. April 2008.

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