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ENSC 305 – SOCIAL ENVIRONMENTS WINTER 2017

COURSE OUTLINE INSTRUCTOR: DR. MYRA J. HIRD

OFFICE: BIOSCIENCES, ROOM 3230 EMAIL: HIRDM@QUEENSU.CA

Lectures: Wednesdays 2:30pm – 3:30pm, Biosciences room 1102 Tutorials: Wednesdays 3:45pm – 5:30pm, MacCorry D214 and Jeffrey 102 Dr. Hird’s office hours: Wednesdays 11:30am - 1:30pm, or by appointment Teaching Assistants: Peter Graham, Jessica Metuzals, and James Wilkes. TA office hours will be announced in the first tutorial. COURSE DESCRIPTION AND RATIONALE The designation of the Anthropocene as a geologic period describing humans’ effect on the earth’s ecosystem has swiftly gained currency in discussions of environmental crisis. The aim of this course is to critically explore the complex interaction of material and social processes that define our relationship with the environment. The course will introduce ‘social environments’ as a theoretical and methodological tool-kit to increase and deepen our understanding of environmental issues. With this tool-kit, students will be better able to evaluate existing scientific, government, economic, cultural, policy, and political approaches to the environment, and their implications. The course will examine various key themes including: why nature and culture are conceptually separated; how environmental issues get defined as social problems; the perception of environmental risk and uncertainty and their communication; the determination of what parts of the environment are valuable in particular contexts; the relationship between social justice and environmental issues; the origins and effects of government regulation; lay-professional differences in the nature and role of scientific knowledge; and, the rise of environmental consciousness and environmental movements in globalizing environmental issues. COURSE OBJECTIVES 1. Provide a rigorous overview of influential environmental studies concepts,

theories, practices, and debates; 2. Situate these concepts, theories and practices within contemporary

environmental studies debates of interest;

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3. Highlight the research of Canadian and international scholars in advancing thought-provoking and timely contributions to environmental studies;

4. Contemplate the possible future of Canadian environmental studies. EXPECTED OUTCOMES By the course’s completion, students will be expected to demonstrate: 1. Informed understandings of the complex interactions between societies and their environments; 2. Critical assessments of the role and importance of the relations between material and social processes; 3. Critical assessments of the ways in which differing socio-material approaches might be deployed to understand environmental issues. 4. Enhanced critical thinking and effective communication skills. 5. Enhanced research and writing abilities. ASSESSMENT The course assessment consists of 3 parts: 1) Contribution to Tutorials (20% of final grade – continuous assessment) • Active and relevant participation in class and tutorial discussions, demonstrating

respect for other people and perspectives. • Readings for each week must be completed BEFORE the week’s lecture and

tutorial. Lectures and tutorials assume prior reading of assigned material. • All tutorial assignments submitted via OnQ before the beginning of each class. 2) Critical Thought Essays (60% of final grade) 1st Short critical thought essay – 10% (Due 1 February, 2017) 2nd Short critical thought essay – 20% (Due 1 March, 2017) 3rd Short critical thought essay – 30% (Due 5 April, 2017) As much as possible, students will be graded in relation to the progress they make from where they started and in relation to the seriousness of their contribution to the course. The basic writing requirement for the course is to write three drafts of one short paper (5-7 pages excluding references). Growing in insight and richness from first draft to final draft, the paper must draw from course readings, lectures, and reading-

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based tutorial discussions (not all of them of course – be selective and focused). Student research will also be important. In the first 4 weeks of the course, select a concrete ‘thing’ that is a matter of environmental concern for you and that helps you grapple with the crucial analytical concepts being developed in class. Your first draft should be an exploratory effort to identify and arrange the key actors (animate and inanimate) and practices (in laboratories, field sites, documents, media and so on) that make up your chosen ‘thing’. The first draft should sketch your initial ideas and analyze how this thing is embedded in Canadian culture as an environmental issue (or non-issue). Experiment here: try out ways of thinking and writing. You will have two further opportunities to rethink and refine in writing. The second draft should refine and organize the particular threads you will follow; also, this draft should reach greater precision by using the analytical resources from the readings, lectures, discussions, and independent study. The third draft should be seriously polished. The minimum length is 5 pages; the maximum length is 7 pages (not including references). In these research essays we will be looking for evidence of extensive reading and engagement with contemporary debates drawing on relevant academic literature (i.e. not Wikipedia). 3. Short Reflection Pieces (20% of final grade). 1st reflection piece– 10% (Due 25 January 2017) 2nd reflection piece – 10% (Due 8 March 2017) There will be 2 reflection piece assessments (each one worth 10%, for a total of 20% of the final grade). You will be asked to write 150-200 word reflection responses to 2 of the topics covered in this course. Each short reflection piece should be submitted on OnQ. NOTES ON ASSIGNMENTS

• If you know you are going to be away for any reason except an illness accompanied by officially accredited documentation, observe a spiritual holiday etc. on any of the due dates, plan ahead by submitting your assignment early.

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• If you miss any lectures, it is your responsibility to make up these absences by getting notes from other students. Dr. Hird and TAs do not supply lecture notes. If you know in advance that you are going to miss several lectures, you are advised to select a different optional course.

• Failure to submit the weekly tutorial assignment by the beginning of tutorial via OnQ will result in a grade of zero (0), unless supported by medical evidence in the form of official accredited documentation, and the agreement of Dr. Hird.

• Failure to submit critical thought essays on the due date will result in a deduction of 10 PERCENTAGE MARKS (10%) per day including weekends up to a maximum of five days, after which assignments will receive a mark of zero (0), unless supported by medical evidence in the form of official accredited documentation. Please be advised this deduction amounts to TWO letter grades per day.

• Students are responsible for retaining copies of their assignment drafts and final versions. There are multiple ways of saving copies of work (memory stick, emailing a copy to yourself, google.docs, icloud and so on). Losing an assignment does not warrant an extension.

• Work that is racist, sexist, ageist, heterosexist, or plagiarized will earn a grade of zero (0)/F.

• Assignments should be double-spaced, using 12-point Times New Roman font, 8.5x11 paper, 2.54cm margins, and with consistent referencing.

• Submit all tutorial assignments and critical thought essays as electronic submissions in Word to the ENSC 305 OnQ website.

• All assignment submissions should be made using you student number only. Do not put your name, your TA’s name, or your email on any submitted assessment. Failure to comply with this requirement will result in a one letter grade reduction (i.e. B- from a B).

• The Instructor and Teaching Assistants will not read rough drafts of any written work, and no ‘second-try’ assignments are allowed.

ACAMEMIC INTEGRITY Academic integrity is constituted by the five core fundamental values of honesty, trust, fairness, respect and responsibility (see www.academicintegrity.org). These values are central to the building, nurturing and sustaining of an academic community in which all members of the community will thrive. Adherence to the values expressed through academic integrity forms a foundation for the "freedom of inquiry and exchange of ideas" essential to the intellectual life of the University (see the Senate Report on Principles and Priorities).

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Students are responsible for familiarizing themselves with the regulations concerning academic integrity and for ensuring that their assignments conform to the principles of academic integrity. Information on academic integrity is available in the Arts and Science Calendar (see Academic Regulation 1), on the Arts and Science website (see http://www.queensu.ca/calendars/artsci/pg4.html), and from the instructor of this course. Departures from academic integrity include plagiarism, use of unauthorized materials, facilitation, forgery and falsification, and are antithetical to the development of an academic community at Queen's. Given the seriousness of these matters, actions which contravene the regulation on academic integrity carry sanctions that can range from a warning or the loss of grades on an assignment to the failure of a course to a requirement to withdraw from the university. PLAGIARISM Students are reminded that plagiarism is a serious academic offence and carries severe penalties. Definitions, procedures and penalties regarding Queen’s policies on plagiarism are outlined in your Academic Calendar in the section on academic regulations.

THE MINIMUM PENALTY FOR A FINDING OF A DEPARTURE FROM ACADEMIC INTEGRITY ON ANY ASSIGNMENT IN THIS COURSE IS 0%/F ON THE ASSIGNMENT. IN THE CASE THAT MORE THAN ONE FINDING OF A DEPARTURE FROM ACADEMIC INTEGRITY OCCURS, THE SUBSEQUENT ASSIGNMENT(S) WILL INCUR A PENALTY OF 0%/F, AND THE FINDING WILL BE MARKED AS A ‘LEVEL TWO’. EXTENSIONS Extensions will be granted only in exceptional cases. Requests for extensions must be made prior to the due date and must be submitted in writing along with any relevant documentation. Extensions will only be granted by Dr. Hird. GRADES Please note that grades are not negotiable. If you would like your written work re-assessed, be advised that the Course Instructor reserves the right to LOWER any grade upon re-assessment.

Should you decide you would like your assignment re-graded, you will need to submit, in writing, a detailed point-by-point explanation of the specific points in the assignment you feel deserve a better grade. The Instructor will then carefully

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review the detailed letter, the assignment, and the comments already on the assignment in determining whether the grade will be increased, stay the same, or decreased.

You are NOT advised to write or present any assessment material assuming a particular, or only one, Teaching Assistant or the Instructor will be marking it.

EMAIL Please check your queensu.ca and OnQ accounts regularly or forward your mail from your university account to the email address that you do check, as the course email list is compiled from your university addresses only. Please note that due to the sheer volume of emails received from students, Dr. Hird and the Teaching Assistants cannot ensure a response in less than five business days from the date it is sent. As well, the TAs have limited contracted time to respond to emails. Therefore, you are strongly advised to see Dr. Hird and the Teaching Assistants during office hours to address your queries. Please also note Dr. Hird and the TAs will not respond to email queries regarding any information already provided in the course syllabus. TUTORIALS The tutorials take a variety of forms designed to:

· Extend understandings of topics arising from the previous week’s lectures; · Provide a venue for small-group discussion; · Encourage you to think about theoretical and methodological issues concerning

interdisciplinary studies of the environment; There are two parallel tutorials streams, each one facilitated by a TA. You will be allocated your tutorial stream in the first lecture. One component of the tutorials is small group discussion that, among other things, will form the basis for the assessment of your attendance and participation (see assessment section). Tutorials have specific readings associated with them and you will be expected to have read and taken notes on these readings prior to the lecture and tutorial. You should bring these notes with you together with questions about the reading you would like to raise with the group. (Again, this preparation will be considered an important part of evaluating your participation.) The readings, identified below, are all available on OnQ. Some tutorials may also ask you to bring materials to discuss in your groups.

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REQUIRED READINGS Most of the readings are provided on OnQ. Some of the readings are from: Hird, M.J. (2012) Sociology of Science: A Critical Canadian Introduction. Oxford: Oxford University Press. You are expected to purchase this book. (New and used copies are available at amazon.ca, the Queen’s bookstore, and AbeBooks.com). COURSE SCHEDULE Week 1: 11 January Lecture: Course Overview + Introduction to Social Environments

Tutorial organization (+ small group waste issue assignment) Readings: (1) Hird, M. (2012) ‘Science, Technology, and the Sociological

Imagination’ in Sociology of Science. Toronto: Oxford University Press, pp. 1-28.

Week 2: 18 January Lecture: Should We Conserve Nature? (The co-constitution of nature and culture) Readings: (1) Irwin, A. (2001) ‘Society, Nature, Knowledge: Co-constructing the

Social and the Natural’ in Sociology and the Environment. Oxford: Polity Press, pp. 161-187.

Week 3: 25 January Lecture: Is Science Social? (Part I) (Why environmental issues are equally social

and natural) Readings: (1) Hird, M.J. (2012) ‘Science is Social Relations, Part I’ in Sociology of

Science. Toronto: Oxford University Press, pp. 29-51. Week 4: 1 February Lecture: Is Science Social? (Part II) (Why environmental issues are equally social

and natural) Readings: (1) Hird, M.J. (2012) ‘Science is Social Relations, Part II’ in Sociology of

Science. Toronto: Oxford University Press, pp. 52-68 (2) Hird, M.J. (2012) ‘How Science is Social’ in Sociology of Science. Toronto:

Oxford University Press, pp. 69-87.

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Week 5: 8 February Lecture: Should I Recycle? (Our Nature, Our Selves: Governmentality and

Environmental Identity) Readings: (1) Urry, J. (2000) ‘Citizenships’ in Sociology Beyond Societies: Mobilities for

the Twenty-first Century. London: Routledge, pp. 161-187. (2) Lougheed, S., Hird, M.J., and Rowe, R.K. (2016) ‘Governing Household

Waste Management: An Empirical Analysis and Critique’ Environmental Values, 25(3): 287-308.

Week 6: 15 February Lecture: How Do We Govern (in) Nature (governmentality and governance) Reading: (1) van Koppen (2006) ‘Governing Nature? On the Global Complexity of

Biodiversity Conservation’ in G. Spaargaren, A. Mol and F. Buttel (eds.) Governing Environmental Flows. MIT Press, pp. 187-219.

(2) Clark, N. (2013) "Geoengineering and geologic politics”. Environment and Planning A, 45: 2825-2832.

Week 7: Reading Week (no lecture or tutorial)

Week 8: 1 March Lecture: Should We Ban Polar Bear Hunting? (Different Natures, Different

Cultures: Place, Space, and Time in Social Environments) Readings: (1) Bird Rose, D. (2003) ‘Decolonizing the Discourse of Environmental

Knowledge in Settler Societies’ in G. Hawkins and S. Muecke (eds.) Culture and Waste: The Creation and Destruction of Value. Lanham: Rowman and Littlefield Publishers, Inc., pp. 53-72.

(2) Zahara, A. and Hird, M.J. (2015) ‘Raven, Dog, Human: Inhuman Colonialism and Unsettling Cosmologies’, ‘Learning How to Inherit in Colonized and Ecologically Challenged Lifeworlds’ special issue of Environmental Humanities, 7: 169-190.

Week 9: 8 March Lecture: Who Protects Canada’s North? (Capitalism, Globalization, and Environment) Readings: (1) Davis, M. (2007) ‘Slum Ecology’ in Planet of Slums. New York: Verso. Week 10: 15 March Lecture: Can Science Fix Climate Change? (Technoscientific Studies of the

Environment) Readings: (1) Weber, J. (2010) ‘Making Worlds: Epistemological, Ontological and

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Political Dimensions of Technoscience’, Poiesis Prax 7: 17-36 Week 11: 22 March Lecture: Is Nuclear Energy Safe? (Risk, Trust, and Uncertainty in Environmental

Research) Readings: (1) Hird, M.J. (2012) ‘Values, Trust, and Public Engagement with Science

and Technology’ in Sociology of Science. Oxford University Press, pp. 113-138.

Week 12: 29 March Lecture: Is Kingston’s Waste an Environmental Problem? (Making Environmental

Issues Public) Readings: (1) Wynne B. (2006) ‘Public Engagement as a Means of Restoring Public

Trust in Science – Hitting the Notes, but Missing the Music?’ Community Genetics 9: 211-220.

(2) Hird, M.J., Lougheed, S., Rowe, K. and Kuyvenhoven, C. ‘Making Waste Management Public (or Falling Back to Sleep)’ Social Studies of Science, 2014, 44(3): 441-465.

Week 13: 5 April

Lecture: How Do We Warn the Future about Environmental Risks? (Politicizing Nature/Environment)

Readings: (1) Lynas, M. (2011) ‘The Toxics Boundary’ in The God Species: How Humans Really Can Save the Planet. London: Fourth Estate, pp. 157-182. (2) Raffles, H. (2010) ‘Chernobyl’ in Insectopedia. New York: Pantheon Books, pp. 15-40.

USEFUL RESOURCES: Resource material appropriate for this course consists of research that has undergone scholarly peer-review. Wikipedia etc. are not appropriate resource material. Waste Hird, M.J. (2016) ‘Waste Legacies: Land, Waste, and Canada’s DEW Line’, Northern

Research, 42: 173-195. Hird, M.J. (2015) ‘Waste, Environmental Politics and Dis/Engaged Publics’ in N. Clark

and K. Yusoff (eds.) ‘Geo-Social Formations’ special issue of Theory, Culture and Society (Available Online First; printed version forthcoming).

Hird, M.J. (2015) ‘In/human Waste Environments’ GLQ: A Journal of Lesbian and Gay Studies.

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Hird, M.J. (2015) ‘Waste Flows’, The Discard Studies Compendium. See http://discardstudies.com/discard-studies-compendium/#Wasteflows

Clark, N. and Hird, M.J. ‘Deep Shit’, E. Joy and L. Bryant (eds.) ‘Objects/Ecology’ special issue of O-Zone: A Journal of Object-Oriented Studies, 2014, 1:44-52. http://o-zone-journal.org/issue/. ISSN:2326-8344.

Hird, M.J. (2013) ‘Planetary Messmates: Engaging with Elizabeth Mazzolini and Philip Olson on the Topic of Waste’, Social Epistemology Review and Reply Collective, 2(10): 52-57.

Hird, M.J. (2013) ‘Is Waste Indeterminacy Useful? A response to Zsuzsa Gille’, Social Epistemology, 2(6): 28-33.

Hird, M.J. (2013) ‘Waste, Landfills, and an Environmental Ethics of Vulnerability’, Ethics and the Environment, 18(1): 105-124.

Hird, M.J. (2012) ‘Knowing Waste: Toward an Inhuman Epistemology’, Social Epistemology, 26(3-4): 453-469. Also published in ‘Posthumanities, New Materialism, Gender and Environment’ special issue of Tidskrift för Genusvetenskap (2016).

Hird, M.J. and Zahara, A. ‘The Arctic Wastes’ in Grusin, R. (ed) Anthropocene Feminism. University of Minnesota Press (forthcoming).

Hird, M.J. ‘Proliferation-Extinction-Anxiety and the Anthropocene Aesthetic’ in J. Weinstein and C. Colebrook (eds.) Inhuman Life and Posthuman Rights. Columbia University Press (forthcoming).

Hird, M.J. (2016) ‘Burial and Resurrection in the Anthropocene: Instrastructures of Waste’ in P. Harvey, C. Bruun Jensen and A. Morita (eds.) Infrastructures and Social Complexity: A Routledge Companion, pp. 242-252.

Hird, M.J. (2016) ‘The Phenomenon of Waste World Making’ in K. Sellberg, and P. Hinton (eds.) Rhizomes: Cultural Studies in Emerging Knowledge, 30, http://www.rhizomes.net/issue30/

Hird, M.J. and Yusoff, K. (2015) ‘Subtending Relations: Bacteria, Geology, and the Possible in the Anthropocene’ in S. Malik and A. Ananessian (eds.) Genealogies of Speculation, New York: Bloomsbury Press, pp. 319-342.

Environmental Studies/ Social Construction of Nature/Natural Construction of Society Bell, M. M. (1998) An Invitation to Environmental Sociology Thousand Oaks: Pine

Forge Press. Catton, W. and Dunlap, R. (1980) ‘A New Ecological Paradigm for Post-Exuberant

Sociology’ American Behavioralist Scientist, 24: 15-47. Clark, N. and Hird, M.J. ‘Microontologies and the Politics of Strata’ in M. Coleman and

J. Agnew (eds.) Geographies of Power. Northampton, MA: Edward Elgar Publishing (forthcoming).

Clark, N. (2011) Inhuman Nature: Sociable Life on a Dynamic Planet. New York: Sage. Demeritt, D. (2001) ‘Being Constructive about Nature.’ in N. Castree and B. Braun

(eds.) Social Nature: Theory, Practice, and Politics. Malden: Blackwell, pp. 22-40. Dickens, P. (2004) Society and Nature: Changing our Environment, Changing Ourselves

Oxford: Polity.

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Dunlap, R.E. (2000) Handbook of Environmental Sociology London: Greenwood Press Dunlap, R.E. (2010) ‘The maturation and diversification of environmental sociology:

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Urry, J. (2003) Global Complexity. Oxford: Polity Press. Yearly, S. (2002) ‘The Social Construction of Environmental Problems: A Theoretical View and Some Not-Very-Herculean Labors’ in R. Dunlap, F.H. Buttel, P. Dickens and A. Gijswijt (eds.) Sociological Theory and the Environment: Classical Foundations, Contemporary Insights. Oxford: Rowman & Littlefield, pp. 274-85.

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