Analyze

Given the vastness of Formosa Plastics' influence, there are many ways to tell its story to the world. As environmental justice activists and researchers, how do we describe a company and its negative impact when there is so much to say? Limited by time, word count, and the audience's attention span, we must decide what goes unsaid. As a result, we could write countless answers to the same question, "What is Formosa Plastics?"

In this published academic case study, I introduce Formosa Plastics through a local lens--specifically, through the eyes of a grandmother-turned-activist in the small town of Welcome, Louisiana. Her family's history with social justice activism, as well as the area's connection to centuries of slavery, make the environmental racism of Formosa Plastics' Sunshine Project especially salient. Although Formosa Plastics is a global force, telling its story on the microscale is an equally important perspective. After all, in Sharon Lavigne's eyes, her small town is her world. How many of these little worlds have Formosa Plastics destroyed as they wreak havoc across international borders?

Cudahy elementary school’s struggle for environmental justice foregrounds how sites of industrialization connect to organization of schools and other public institutions. I am curious about the work of organizations involved in the struggle–Cudahy Alliance for Justice, East Yard Communities for Environmental Justice (EYCEJ). I am also curious about the tactics and strategies used by these individuals and organizations to attain recognitional justice (being heard and listened to): how did they get DTSC and the school district to get them to listen? Further, the latter half of the story focuses on the proposed construction of a charter school nearby the elementary school: How do environmental governance and education restructuring shape each other?

The podcast episode tells the story of the Park View Elementary School in Cudahy, LA County. Located on a former toxic dump, parents and educators have been involved in decades’ long fight to remediate and clean up the school land. That fight has not been easy. They have encountered an apathetic school district and a slowly-moving Dept. of Toxic Substances Control.  The coalition of parents, educators, and activists gained traction by collaborating with Spanish language media productions. The school closed down for a cleanup and reopened in 2001, but students and educators still reported feeling sick. They later found out that the cleanup had been planned to be short-term and a longer remediation plan was underway. Many parents shifted schools. The story continued with the proposal to build a charter school just a few miles away from the elementary school and from a former Exide battery recycling plant. The podcast offers a narrative-style discussion of cumulative impacts, mapping tools that make it possible to visualize different datasets to display disproportionate burdens, and structural and recognitional injustices that the parents and educators faced.

In comparison to other counties, Essex county has the largest number of children above the CDC blood lead level, 5% of Essex county children are affected.  They surpassed Passaic County's 3.4%.  This risk is more prominent in Essex county than any other group in the state.

Newark school's reported that their almost half of buildings have lead in their water.  This is creating immense vulnerability in Essex County, and the issue in Newark dates back to about four years ago.  This problem also stems from the history of lead-based paint, which was outlawed in 1978, but still can be found in many homes, and poisons children.