Analyze

“The large question this study addresses is the following: How do people make sense of (and cope with) toxic danger? The Martinezes’ story anticipates the complexity of the answer(s): physical and psychological suffering is compounded by doubts, disagreements, suspicions, fears, and endless waiting.” (4)

‘Flammable is a story of people’s confusion, mistakes and/or blindness regarding the toxicity that surrounds them. Flammable is also a story of silent habituation to contamination and of almost complete absence of mass protest against toxic onslaught’ (4)

“Schoolteachers, journalists, and lawyers are also part and parcel of daily life in Flammable. Together, all these actors contribute to what Flammable residents know about their place. They also influence what they ignore, what they want to know, and what they misrecognize. Government officials, company personnel, physicians, teachers, journalists, and lawyers jointly (but hardly cooperatively, given that their opinions don’t count equally) shape locals’ experiences of contamination and risk. This book examines how and why this production of shared knowledge (or lack thereof ) occurs.” (5)

“All in all, confusions, bewilderments, divisions, rumors, frustrations, and hopes are making Flammable residents wait—they wait for more testing, for further and better knowledge, for relocation, and for the “huge” settlement with one of the “powerful companies” that will, in the words of a neighbor, “allow us to move out.” This waiting is, as we will show, one of the ways in which Flammable residents experience submission.” (6) 

“We did our best to learn how to listen, look, and touch with respect and care, knowing with Nancy Scheper-Hughes (1992:28) that “seeing, listening, touching, recording, can be, if done with care and sensitivity, acts of fraternity and sisterhood, acts of solidarity. Above all, they are the work of recognition. Not to look, not to touch, not to record, can be the hostile act, the act of indifference and of turning away.” (14)

‘… the culture of toxic uncertainty is a complex web of meanings and shared understandings’ (108)

“Akwesasne residents’ main criticism of the Mount Sinai study was that at its conclusion, the researchers packed up and left, and community members felt they had not received any useful information.” (76) 

“As scholars of tribal health risk evaluation Stuart Harris and Barbara Harper explain, among most tribal people, individual and collective well-being comes from being part of a healthy community with access to heritage resources and ancestral lands, which allow community members to satisfy the personal responsibilities of participating in traditional activities and providing for their families.” (96)

“By placing “race/ethnicity” on a list of diabetes causes without qualifying why it is there, the CDC neglects the underlying root cause—that race/ethnicity is often associated also with class, education, levels of stress, and access to health care and fresh foods.” (231)

“Chaufan argues that to counter the focus on the medicalized aspects of diabetes, which has led to the individualization and depoliticization of the issue, a political ecology framework needs to be applied to the disease, one that is concerned with the social, economic, and political institutions of the human environments where diabetes is emerging.39 Such a framework would highlight how diabetes rates among Mohawk people are influenced more by changes in the natural environment and home environments than by genetic makeup.” (231 - 232)

“Understanding community conceptions of this intertwined “social and biological history” is important because, as Juliet McMullin notes, examining the intersections of health, identity, family, and the environment helps to “denaturalize biomedical definitions of health and moves us toward including knowledge that is based on a shared history of sovereignty, capitalist encounters, resistance, and integrated innovation.”61 The inclusion of this knowledge can lead to the crafting of interventions that community members see as addressing the root causes of their health conditions and promoting better health.” (249)

“Akwesasne residents’ main criticism of the Mount Sinai study was that at its conclusion, the researchers packed up and left, and community members felt they had not received any useful information.” (76) 

“As scholars of tribal health risk evaluation Stuart Harris and Barbara Harper explain, among most tribal people, individual and collective well-being comes from being part of a healthy community with access to heritage resources and ancestral lands, which allow community members to satisfy the personal responsibilities of participating in traditional activities and providing for their families.” (96)

“By placing “race/ethnicity” on a list of diabetes causes without qualifying why it is there, the CDC neglects the underlying root cause—that race/ethnicity is often associated also with class, education, levels of stress, and access to health care and fresh foods.” (231)

“Chaufan argues that to counter the focus on the medicalized aspects of diabetes, which has led to the individualization and depoliticization of the issue, a political ecology framework needs to be applied to the disease, one that is concerned with the social, economic, and political institutions of the human environments where diabetes is emerging.39 Such a framework would highlight how diabetes rates among Mohawk people are influenced more by changes in the natural environment and home environments than by genetic makeup.” (231 - 232)

“Understanding community conceptions of this intertwined “social and biological history” is important because, as Juliet McMullin notes, examining the intersections of health, identity, family, and the environment helps to “denaturalize biomedical definitions of health and moves us toward including knowledge that is based on a shared history of sovereignty, capitalist encounters, resistance, and integrated innovation.”61 The inclusion of this knowledge can lead to the crafting of interventions that community members see as addressing the root causes of their health conditions and promoting better health.” (249)

BIOETHNOGRAPHY: “Thus, instead of combining objects of inquiry (biology and culture), I conceived of bioethnography as combining two different methods for knowing the world (Mol 2002, 153)—ethnographic observation and biochemical sampling—in order to ask and answer research questions that could not be addressed through either method alone. This methodological focus involves exploring how our data collection and analysis might be shaped if we suspended the nature/culture binary” (Roberts, 2021, p. 2)

“bioethnography asks, what if we created numbers otherwise, upending the cooked data that reinforces inequality? In fact, bioethnography can enable us to identify structural forces, such as NAFTA and the global health apparatus itself, that are part of the bodily processes that make ill health. In other words, while we know that all data is cooked, it matters how it’s cooked.” (Roberts, 2021, p. 5)

"Millions of K–12 students in America spend several hours a day learning in schools that are more than 50 years old and in need of extensive repair and where children may be exposed to mold, poor ventilation, uncomfortable temperatures, inadequate lighting, and overcrowded, excessively noisy conditions."

Emphasizes the scale of the issue--this is not a Philadelphia or Santa Ana or Azusa problem, it is a national issue for all public schools. Also emphasizes the breadth of the issues--there are so many different forms of environmental hazards in schools.

"We recognize that beyond the four walls of the school building there are many environmental and social contexts that can adversely affect students’ well-being and undermine their academic potential. Inequities persist in the distribution of the social determinants of health, and students bring these influence with them every day when they walk through the doors of their school building."

Environmental injustice can't be an either/or issue of hazards inside or outside schools, it needs to be a both/and issue where hazards in schools are being addressed in conjunction with hazards outside of schools.

"The chronic impacts of a poor school environment often do not get the same type of attention as cases like these, because the links between building quality and health are subtler and less overt."

"These" is referring to a list of dramatic incidents where students were suddenly exposed to some kind of environmental hazard. This quote captures one of the biggest challenges of environmental justice work--in the many, many cases where it is not visible, it is hard to mobilize support, attention, and emotion because the links aren't flashy. This connects to ideas about slow disasters in Anthro 25A.

"School facilities represent the second largest sector of U.S. public infrastructure spending after highways, and yet no comprehensive national data source exists on K–12 public school infrastructure. Even at the state level, school facilities information is often scant. The death of official data and standards for our nation’s public school infrastructure has left communities and states working largely on their own to plan for and provide high-quality facilities. According to the Healthy Schools Network (2015), the U.S. Department of Education has never had any in-house staff with expertise in school-facility management or child environmental health. Moreover, there is no federal regulatory agency with the authority to intervene in schools to address known environmental health hazards; Occupational Safety and Health Administration regulations and Centers for Disease Control and Prevention health hazard evaluations and guidance are designed to protect the health of adult employees, such as school teachers and staff, but no agency has the overarching responsibility to ensure that children’s health is safeguarded at school. This must change. A National School Infrastucture Assessment, and National Director of School Infrastructure, are needed."

This quote does a number of things. It draws attention to the critical lack of data, especially publicly-available data, on school facilities. Without this data, it is nearly impossible to know the scope of the problem, prioritize actions across and within districts, or make connections between districts dealing with similar issues. Collaboration will be critical to our response to the challenges presented by environmental hazards in order to make sure we are not duplicating efforts in different locations. It also draws attention to the fact that no government agency is directly responsible for the health of children in school buildings and proposes the creation of a government agency to solve this problem. This is an interesting solution and is one I have not seen proposed elsewhere.

"Higher temperatures not only increase levels of ozone and other air pollutants that exacerbate cardiovascular and respiratory illness, but they can also increase levels of pollen and airborne allergens that aggravate asthmatic symptoms (World Health Organization, 2015) and, as a result, directly affect student performance (Park, 2016). Hotter temperatures will continue to place greater demands on heating and cooling systems, and greater care will need to be taken to ensure that indoor environments remain comfortable for school building occupants. It is predicted that extreme heat will lead to increased numbers of droughts and wildfires, resulting in increased fine particulate matter intrusion in schools (Nazaroff, 2013). Children’s physical and visual health may also be at risk as hotter outdoor temperatures limit opportunities for outdoor play."

This quote demonstrates the direct effects that climate change--specifically, rising temperatures--will have on school buildings and therefore children. This is a very under-studied area and one that is especially pressing. Elsewhere in the report, they also discuss the impacts of rapidly increasing urbanization: in the future, more schools will be located in proximity to high volume roadways and airports and in urban centers, all of which exacerbate the effects of rising temperatures.

“Also of note when interpreting our results is that this study did not take into consideration the ingestion of heavy metals through the dietary route. Had we considered this additional exposure pathway, our calculated chronic daily intake levels of heavy metals would have been greater, resulting in higher estimated risk (particularly for metals such as Pb, As, and Cd which have been widely documented in various foods)” (Marsi et al. 2021)

“Both cancer and non-cancer risk at the Census tract level exhibited positive correlations with indicators of social as well as physiological vulnerability” (Marsi et al. 2021)