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This film focuses on the environmental and social problem of having large gas (lethal) plants near cities or other populated areas where people can be harmed. Environmentally these gasses are no good because they are emitted into the air and are very soluble in the water which leads to ocean acidification. Ocean acidification makes it so that the ocean has a lower pH level, this can harm marine wildlife. Socially, the gas is toxic to people and as seen in the Bhopal tragedy, it can kill people or severely alter their lives. This could be seen through the immediate deaths of civilians, deformities of children born after the incident, and the families affected even years after hoping for justice.

From watching the video, I feel affected emotionally because it was definitely hard to watch so many people die, especially the innocent children. It is a hard pill to swallow to watch the lives of so many people taken away from them so unexpectedly in their own homes. I feel affected by seeing the photo of the unknown child because it was hauntingly touching as it was for so many people that advocated for justice after this tragedy. It was also really daunting seeing so many people being buried and burned in mass because they were not granted the ability to be respectfully honored for their death which I think is something very valuable. Intellectually I think that this film made me think about how this tragedy could have been possibly prevented if the plant had been maintained and checked up on regularly or if the plant wasn’t so close to a whole city in the first place. And I also feel gratitude to those who are still advocating for justice for the victims and trying to get people with government power to make that change.

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.