You can move through the exhibition by taking a guided tour or exploring the different sites on your own.
On every stop, the menu will provide further readings and supplementary teaching material linking the exhibition to the course Environmental Injustice.
During the tour, you can click through to images, videos, photo essays and text artifacts for additional information.
Note that the exhibit also includes links to outside sources, like newspapers, archives of environmental activists and video platforms.
If you are registered on the Disaster STS Network, you can annotate the artifacts using different sets of analytical questions.
The archive is lively and subject to change over time. If you would like to get involved or contribute material, contact Tim Schütz (tschuetz@uci.edu).
DEUTERO: What capacity (and incapacity) is there to recognize and attend to “the Anthropocene” in this setting? How might academic projects contribute to or scaffold this capacity?
META: How is “the Anthropocene” – by this, or some other name – talked and worried about in this setting? What modes of communication carry and occlude engagement with anthropocenics? What discursive histories shape contemporary articulations?
EXDU: Who is imagining and planning for anthropocenic futures in this setting, with what modes of expertise, cut by what vested interests? What educational programs -- environmental, civic, media, STEM and so on -- are addressing anthrhopocenics?
MACRO: What economic activities have contributed to anthropocenics in this setting? How are future economies imagined and planned? What laws and policy have addressed anthropocenics?
MESO: Who are stakeholders in this quotidian Anthropocene and how do they relate to each other? What forms of political organization have emerged to address and weather the Anthropocene?
MICRO: What labors have contributed to and go on within this quotidian Anthropocene? What practices (for flood management or controlling toxic contamination, for example) have anthropocenics provoked?
NANO: What psychologies have anthropocenics produced in this setting and how is this refiguring what people want and consider possible? What thought styles and language ideologies are in play?
BIO: How are bodies in this setting laced and burdened with anthropocenics? How are anthropocenic bodies racialized bodies?
DATA: What data infrastructure supports recognition, characterization and response to anthropocenics in this setting? Who has access to relevant data and sense-making tools?
TECHNO: What industries and infrastructure have produced anthropocenics in this setting? What infrastructure has been built in response? How, for example, has energy transition and climate change adaptation been pursued?
ECO-ATMO: What ecosystems in this setting are depended on, protected, or compromised, and how is this recognized (or not)? How are global warming and other atmospheric currents stressing local landscapes?
GEO: How has intensive human activity marked, transmuted, destabilized and harmed this setting? What levels of lead and other metals are in the soil? Where are hazardous waste stored?
1) What is the setting of this case? What are its assets?
5) What have different stakeholder groups done (or not done) in response to the problems in this case?
7) What local actions would reduce environmental vulnerability and injustice in this setting?
10) What, in your view, is ethically wrong or unjust in this case?
Maher, N.M., 2004. Forging a Common Bond: Labor and Environmental Activism During the BASF Lockout . Journal of Social History, 38(1), pp.251-253.
Multinational Monitor. 1986. Locked Out Workers Go Public to PressureBASF. March 15, 1986 - VOLUME 7 - NUMBER 5
Swoboda, Frank. 1989.5 1/2-year Labor Lockout Ends, December 16, Washington Post.