Search

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.

Operations of transnational companies are affecting marginalized communities across the globe. As Kaswan had highlighted through examples of Union Carbide’s pesticide plant in India, as well as pollution associated with oil companies in Latin America, the implications of distributive environmental justice in such contexts are apparent yet difficult to address. Across international boundaries law enforcement becomes increasingly difficult, which is at the heart of the problem of my research topic. 

“The “right” scale will depend upon the nature of the harm being analyzed and purpose for which information is being gathered.” (Kaswan, p 29)

“Numerous studies, at a multiplicity of scales, analyze the distribution of a wide variety of land uses, as well as risk: what exposures, with what consequences, do people experience?” (Kaswan, p 33). 

This text builds on concepts of equality, bases for deviating from the core idea of equality, and the multiple contexts that define and shape distributive justice. Kaswan additionally advances the distributive environmental justice by outlining the different contexts, including historical land use patterns, government regulations, infrastructure, and enforcement and the implications that each of these dimensions have on contributing to distributive injustice. 

The main narrative of this text builds on foundational ideas on equality and extrapolates it further to establish how distributive environmental justice, its ideas and articulations, as well as its operationalization, has taken shape throughout the years. To outline these points, Kaswan outlines different cases of environmental disaster, and subsequent government responses, to showcase how government institutions have both upheld and endeavored to address distributive environmental inequality in the past decades.

Teach 3.11 was developed to serve students and general public. It allows the public to have more access to different books, teaching material, and research regarding disasters. The website was built in response to the Fukushima disaster of 2011, in order to provide "an educational space for understanding the history, memory, and context of social disasters" (Teach 3.11). The editorial team has members from different countries, reflecting the international collaboration that natural and nuclear disasters require. With it's availability in six different languages, public contribution and comments enabled on articles gives a global platform for discussion and sharing. They are currently accepting papers for their "Terms of Disaster" collection.

This system was built for academia worldwide to study the historical context behind technical and scientific issues related to large-scale disasters. They enhance the knowledge of scholars of where science and technology, history, and Asia meet. The site uses volunteers to translate various resources into English, Japanese, Korean, Bahasa Indonesia, and Chinese so many people can share in the knowledge that others have.

Students, professors, and others in academia appear to use the the site to blog about their experiences in Japan as it relates to diasters.

It appears that the funding for the development came from Nanyang Techonological University in Singapore. The system is maintained and kept current by numerous international volunteers who contribute content.