Analyze

The Sampson County landfill can be smelled before seen. This olfactory indicator points toward the sensory scale of these pungent emissions but also toward the geographic scope: this landfill receives waste from as far away as Orange County (the state's most expensive property/tax base), among dozens of other distant counties, making this "hazardous site" a lesson in realizing impact beyond the immediate locale. So when we answer the question, "What is this hazard?" we must think not only about the landfill as a thing in itself but as a set of economic and political relations of capital and the transit of other peoples' trash, into this lower-income, rural, predominantly African-American neighborhood. In this way, 'thinking with a landfill' (like this one in Sampson County) enables us to analyze wider sets of relationships, NIMBY-ist policymaking, consumerism, waste management, and the racialized spatial politics that enable Sampson County to be the recipient of trash from all over the state. At the same time we think spatially and in transit, we can think historically to (a) inquire about the DEQ policies that enable this kind of waste management system; and (b) the emergent "solutions" in the green energy sector that propose to capture the landfill's methane in order to render the stench productive for the future -- that is, to enable more consumption, by turning garbage into gas. As such, the idea of "hazard" can expand beyond the site itself - impactful and affective as that site might be - to examine the uneven relations of exchange and capitalist-driven values of productivity that further entrench infrastructures such as these. [This offers a conceptual corrollary to thinking, as well, about the entrenchment of CAFOs for "green" biogas development, as we address elsewhere in the platform].

Danielle Koonce in an Opinion piece in the Fayetteville Observer, states...

"And it’s not just household garbage coming in — chemical waste and coal ash has also been disposed of in the Sampson County landfill."

"We listened to community members share how they can no longer garden or enjoy the outdoors due to the thick odor and fumes from the landfill."

"We learned that the landfill receives trash from around the state, from as far away as New York City, and even trash that comes in on ship-barges through Wilmington."

While Bryan Wuester, manager for the Sampson County Landfill states in the Sampson Independent...

"The Sampson landfill accepts waste from North Carolina only, about 5,450 tons from 16 different counties a day."

"The landfill accepts three kinds of waste: construction and demolition materials, solid waste and special waste, which are byproducts of industry. No coal ash comes into the Sampson facility..."

These are two different stories of the landfill coming from two different stakeholders, one in which needs the landfill to be in operation for a job and the other a concerned citizen worried about the disproportional impacts her community faces. While Danielle Koonce listens to the realities of the community members located around the landfill who express concern and worry, the landfill manager denies these realities and insists they are not true. This is not only invaliding to the community members who are fighting to get their voices heard but further embeds environmental injustice into the community.  

“SAUSD is committed to providing each of its students with a high-quality education, rigorous and advanced programs, and a nurturing, safe environment with state-of-the-art facilities, 21st century learning and technology, and a direct pathway to college upon graduation. Our district proudly boasts one of the highest graduation rates in the state of California.”

Vision Statement

We will work collaboratively and comprehensively with staff, parents, and the community to strengthen a learning environment focused on raising the achievement of all students and preparing them for success in college and career.

Mission Statement

We assure well-rounded learning experiences, which prepare our students for success in college and career. We engage, inspire, and challenge all of our students to become productive citizens, ethical leaders, and positive contributors to our community, country and a global society.

The majority of recent articles (as of February 2022) are about the impact of the Omicron surge on teacher and student absences and instruction. In general, I think it’s hard to tell how a school district is perceived through news coverage–I don’t think they reflect community opinion very well.

Article about the district missing paychecks at the beginning of this school year: https://abc7.com/santa-ana-missing-paychecks-sausd-stalled/11036323/

Potential changes to governance structure, including term limits:

https://voiceofoc.org/2021/10/ocs-second-largest-school-district-moves-to-reshape-voter-representation/

Various unions, including but not limited to:

• Santa Ana Educators Association
• California Teachers Association
• California Federation of Teachers
• Association of California School Administrators
• American FEderation of School Administrators

Community organizations:

• Santa Ana Public Schools Foundation

The annual operating budget for the district is about $710 million, plus $177 million in "other funds." This needs to be double-checked by someone who has a better understanding of budgets than I do--the 2021-22 budget also has a table that says that total expenditures are just over $1 billion.

California state funding makes up 79% of the budget and likely comes with less strings attached than in a more conservative state. California has a complicated Local Control Funding Formula (LCFF) that makes it harder to separate state/local funding than in many other states--this is another thing I need to do more research on, I currently don't fully understand it. 85% of the district is low-income, so most (if not all) of the schools receive Title 1 funding from the federal government.

Enrollment has declined for the past 18 years and is projected to continue to decline, so funding is declining. COVID-19 has exacerbated the enrollment decline--the district has lost more than 5,000 students in two years. However, this was compensated for by increased federal funding. The last of that funding must be spent by 2024.

The school board is elected, so they are at least somewhat accountable to residents of Santa Ana (although the boundaries of SAUSD are not coterminous with the boundaries of the city of Santa Ana--need to look into how ballots are organized). School board meetings are televised and minutes are posted online, but only in English (45% of students are English language learners and far more than that do not speak English at home).

There are two resolutions posted on the district website stating that they do not assist immigration officials or allow them on SAUSD campuses.

The district emphasizes Family and Community Engagement as a practice, not a program. Part of this is the provision of Wellness Centers, which provide family events, classes on physical/mental health and academic support, and connections to other resources. There are also supposed to be FACE staff at every school, but many of the positions are empty. The website also has a resource newsletter, list of food resources, and a "resource support line" that seems to be available in both English and Spanish.

From the website:

Who is invited to engage with the Wellness Centers?

All families are invited to participate in the Wellness Centers. If you have a child in SAUSD, you are invited. And, if you do not have a child and are a community member, you are invited to participate, too! Remember, it takes a village.

This was representative of a general trend of making school facilities and resources available to all community members, not just students and families.

SAUSD has 5,000 total employees, including but not limited to: teachers, school administrators (principals), school staff (counselors, librarians, nurses, paraprofessionals, janitors, lunch attendants, etc.), and central administrative employees.

The district is led by a superintendent, an executive cabinet made up of deputy/assistant superintendents, and the school board. The district is also subject to some control by the Orange County Board of Education.

There is an assistant superintendent for Facilities and Governmental Relations who is likely one of the most relevant officials for environmental governance. The Facilities and Governmental Relations division is "responsible for the planning, construction, and maintenance of all schools and ancillary facilities within the Santa Ana Unified School District." They're responsible for the condition of school buildings and school grounds, but it's unclear if they have any control over environmental hazards outside of school grounds that affect the school. It's also unclear what the "governmental relations" part of the division does.

Schools are a key organization for environmental justice because they (can/should) provide students with the skills necessary to recognize and challenge environmental injustice when they see it. They can also serve as community hubs, contributing indirectly to environmental justice through the development of community social capital and political capacity.