Thursday, December 8, 2016

Teaching Environmental Issues (After the Election)

Three years ago, I designed Ecocriticism and Medieval England (syllabus here, if you're interested), a senior-level, interdisciplinary capstone course for all majors. This semester's section has been interesting, given the election results that dropped into the middle.

Rather than addressing Trump directly, I talked about the Republican party platform section on the environment and the environmental consequences.

The week before the election, I'd been talking about the monstrous figures in Africa and Asia on the Hereford Mappa Mundi and how they shaped Europeans' attitudes during later travel and colonization while trying to ignore the Trump sticker on the laptop of a student sitting front and center.

Wikipedia has a hi-res image of the whole map

The morning after the election, as I made my way to campus sleep-deprived and stunned, I knew I still had to teach that student, and others who didn't share my pretty far-left politics.

I decided  to be honest. I told the students I was deeply dismayed by the election results, that I'd been in tears a lot, but that I knew everyone didn't share my views. I said the classroom remained a place for respect for all, and for civil discourse.

There's a social work student who sits in the back, a little older than traditional students, and she gave me a nod, a look of compassion. The rest of the class breathed a little easier. 

A student who'd been mostly quiet asked, in a voice of anguish, what now? And I said, my own voice cracking with emotion, "keep fighting." I asked what she was going to do after graduation, she said she didn't know; I said: Go into politics. Make your voice heard.

One of the course assignments was for the students to take on a (small) environmental project for the duration of the semester. Some students bought reusable bottles or mugs for the water or coffee, one group car-pooled to school from their off-campus house, others turned off lights or committed to recycling more or unplugged things that drain power even when off.

Last night was the last class meeting. Here's some of what I said, more or less:
You all come from different majors, and you have different reasons for taking this course. Some of your are interested in environmental issues, some of you saw a course that fit your schedule, some of you saw a hybrid course that meets only once a week and thought it would be easy. It's a challenge bringing such a diverse group into conversation. It takes work on the part of the professor, but it also takes good will and cooperation on your part, as students, and you brought that to the classroom. Thank you for that.
I asked you to think about a lot of unfamiliar things: medieval history and literature, ecocriticism, environmental issues. I asked you to change your lives, albeit in a small way. These are not easy things to ask of students, but you engaged.
Teaching environmental criticism is not, in my mind, just an intellectual exercise. It is an explicit act of resistance and activism. In asking you to thinking about how the people of medieval England wrote about the natural world in literary and documentary texts, and their own relationships with animals and the environment, as well as with other human beings, I have also been asking you to think about contemporary ideas about the environment. 
Ecofeminists have observed that medieval writers wrote explicitly that women were more closely connected with nature than men, less rational, less capable; aristocratic women were often given by their fathers to their husbands in an economic arrangement, and their purpose (like Kate Middleton's) was to produce heirs. Their fecund bodies were a resource controlled by men.
Ecofeminists didn't go quite far enough, because they didn't recognize that the bodies of peasants, male and female, were also seen as resources controlled by the aristocracy as sources of labor and excess production. This enabled lords to evict peasants from farmland so they could graze sheep when wool became more valuable than food, rendering them homeless.
Thinking about the Middle Ages and the environment is valuable, in my mind, in two important ways.
Understanding medieval technologies can help us to better understand our own. It takes more than 700 hours to spin the thread needed to make enough fabric for a simple peasant dress. That contrast with the speed with which garment factories today can churn out fast fashion gives some perspective. Understanding something about what it takes to heat a house, or for that matter build it, to travel, to grow and harvest food, to create a manuscript -- the sheer amount of hours of labor required -- helps us to see contemporary farms and homes and books and cars in a different light.
The other issue is that our attitudes toward our "natural" surroundings have a very long history. They are deeply embedded in our culture. We need to understand those attitudes, and understand how they shape the way we build communities and organize transportation and commerce today, and understand how long-standing their hold on our culture has been, in order to get a sense of how we got here -- and how we might be able to make change and envision a better future.
We need to change. We need to make change happen, and we need to do it fast. We are already beyond 400 ppm, a threshold some climate scientists think portends disaster. Wildfires in Kentucky and California are a result of droughts caused by humans. Most of you directly experienced the flooding from Hurricane Sandy. 
You all need to go out into your communities and, like a pebble that drops into a pond, make a ripple. And if enough of you make that ripple, it can turn into a wave.

Wednesday, May 18, 2016

CFP: Medieval Ecocriticisms at Leeds

Medieval Ecocriticisms is seeking papers for a session to be held at the International Medieval Congress, University of Leeds, July 3-6, 2017.

Each year, the Congress chooses a special thematic strand; this year, that strand is "Otherness." Medieval Ecocriticisms seeks papers or position statements that combine an environmental or ecological approach with a consideration of "otherness" in some area of Medieval Studies, construed as broadly as possible in terms of time, space, and discipline. The session might include three or four 15- to 20-minute papers, or five to seven position statements of eight to ten minutes, depending on how many people are interested in participating, as well as a respondent.

The IMC call for papers refers to "otherness" particularly in terms of human interactions with other human beings. This session seeks papers or position statements that also or instead consider relationships with or among animals, objects, dwellings, mountains, the sea, and/or other non-human others.

Please submit proposals Heide Estes (hestes@monmouth.edu) by September 1. Include title, abstract of 250 words, academic affiliation, audio-visual needs, and information about any need for accommodations  Please let me know if you are flexible in regards to presenting a paper or position statement, or serving as a respondent, or if you would prefer one or another of the options.

More information about the International Medieval Congress:
Call for Papers
Guidelines for Submissions (with information about location and anticipated registration fee)

Please feel free to email with questions.


Thursday, May 12, 2016

Environment and Ecocriticism at Kalamazoo

A list of Kalamazoo sessions of potential interest if you're trying to follow current work on environmental studies and/or ecocriticism in the field:

Thursday

10:00 a.m.
37 Medieval Ecocriticisms: Why the Middle Ages Matter

1:30 p.m.
51 Wild and Tamed Spaces in Middle English Literature
86 Animal Languages

3:30 p.m.
110 Animals and Power: Human-Animal Interactions and the Representations of Social Order in Medieval Research and in Teaching the Middle Ages
130 Holy Landscapes and Sacred Space

Friday

10:00 a.m.
200 Romance Ecologies I: Tame Beasts/Wild Men
209 Urban Space and Urban Resources in Medieval Central Europe

1:30 p.m.
250 Warfare and Conflict Landscapes in Britain and Ireland, 1100-1250: New Approaches
260 Romance Ecologies II: Alien Terrain
264 Elemental Approaches I: Earth

3:30 p.m.
279 Romance Ecologies III: Decay
317 Elemental Approaches II: Fire

Saturday

10:00 a.m.
376 Ecocritical Outlaws

1:30 p.m.
429 Elemental Approaches III: Water I

3:30 p.m.
442 Places and Spaces in the Pearl-Poems
482 Elemental Approaches IV: Water II

If I've missed any, please let me know in the comments and I'll edit them in.

Tuesday, January 5, 2016

Medieval Ecology at MLA

Medieval ecocritics: if you're attending the Modern Language Association meeting in Austin, you might want to check out this session:

594. Becoming Human: Medieval

Saturday, 9 January, 1:45–3:00 p.m., Lone Star C, JW Marriott
Presiding: Ruth Evans, Saint Louis Univ.

Speakers: Jeffrey Jerome Cohen, George Washington Univ.; Holly Crocker, Univ. of South Carolina, Columbia; Rebecca Davis, Univ. of California, Irvine; Allan Mitchell, Univ. of Victoria; Myra Seaman, Coll. of Charleston

Session Description:

Medieval studies has long been invested in exploring the complex dynamics at stake in the themes of human/animal and human/machine and in the modes of becoming human. Panelists discuss the place and status of the human and medieval humanism in the context of the recent posthuman turn in literary studies.