Articles on the Anthropocene
This essay contains a collection of articles that are useful for thinking about the anthropocene.
This essay contains a collection of articles that are useful for thinking about the anthropocene.
This artifact is a set of analytic questions for querying environmental education in the anthropocene to provide comparative depth across study locations.
This PECE essay examines what kinds of environmental education exist to address challenges in the Anthropocene, as well as what kinds of education might be needed to create numerous forms of litera
This essay contains articles and resources discussing pedagogical strategies for teaching such anthropocenics as disaster and climate change.
This website details the multiple, varied forms of education and research being carried out under the umbrella of HKW.
This video is a recording of the May 22nd, 2019 River School Open Seminar session on land use in the anthropocene.
Department of Interior agencies that manage federal lands (BLM, USFS, NPS) have educational programs for school students and visitors to public lands presenting relatively manicured histories of the places from both natural (biological, geological) and cultural history points of view. These forms of education do not necessarily encourage a reflective capacity for examining land use. In some instances, the multi-use aspect of these areas is treated as a taken-for-granted characteristic of the spaces while at other times multiple-use is somewhat obscured or omitted in favor of highlighting spaces as natural and carrying value in their own right as ecosystems/as places to visit specifically for the enjoyment of natural spaces.
In general there seems that the conflicts surrounding public lands themselves are rarely the focus or topic of educational programs. Furthermore, the historical and political conditions that contribute to such conflict or that create challenges for management, though recognized by some individuals within agencies, do not appear to be incorporated explicitly into educational programs.
Some questions that remain and require further ethnographic exploration are who else is educating people (education broadly conceived) about the areas that fall into the category of federal public lands? For instance, many local residents who are members of the LDS church hold negative attitudes toward the federal government but highly value these spaces and regularly camp, fish, hike, bike, and hunt on public lands. Who/what informs their knowledge and relation to these spaces? What education about these spaces and about the environment occurs through the LDS church?
With repeated instances of ignoring indigenous presence and claims to territory, the area now considered federal public lands in Utah is part of a large multi-state area that was Mexican territory until the 1848 Mexican Cession. Brigham Young and the group of LDS church members traveling with him to settle in the area arrived shortly before this land became part of the U.S. public domain. Whereas the Mormon immigrants to the area had originally sought to build a separate society from the mainstream U.S., church leaders ultimately pushed for statehood, viewing such legal status as potentially useful because state governemnt could provide a degree of autonomy. In early attempts to achieve statehood, the church set up an interim government--when that appeal for statehood was denied, that government somewhat continued despite not being formally/legally recognized by the U.S. Eventually in 1896, Utah was declared a state, shortly after a representative of the LDS church renounced the church's previous encouragement of plural marriage.
The state government that then formed and continues into the present is understood to be tightly entwined with the LDS church, with non-Mormon residents speaking cynically of the ways that their voices are ignored because they aren't LDS. Despites a strong sense of states' rights, 66.5% of land in Utah is federally-owned, thus federal agencies have a significant presence in the area. The overall high percentages of federally-owned land in the West (47% of western states) is a result of the geographic and climatic conditions that made many areas difficult to travel to and unsuitable for significant agricultural development, meaning many areas were not transferred out of federal hands through homestead policies or land grants. The areas remaining in federal ownership were, for many decades, used by ranchers rather freely until the formalization of bureaucratic procedures for permitting use of these spaces in the mid 20th century. While ownership has not shifted out of federal hands since mid-19th century acquisition, such changes as the 1934 Taylor Grazing Act and various changes to land status through legislative wilderness designation (as laied out by the 1964 Wilderness Act) and executive action (as enabled by the 1906 Antiquities Act) have resulted in changes to use and the permits required for such economic uses as cattle grazing in ways that are described as "federal land grabs," as a removal or taking away of land from locals and from the state.
The federal public lands under contention in southern Utah are adjacent to communities that hold significant anti-federal sentiment, in what appear to be two primary forms. One is a stance of anti-federal patriotism/nationalism, in which people view the federal government as tyrannical but cast the government as explicitly in opposition to the ideals of America. This perspective is seen in the militia movements that exist across western states and has been exhibited more publicly in instances such as the 2014 Bundy standoff in Nevada or the 2016 Malheur Wildlife Refuge occupation. Another perspective present in communities near these federal lands is one of a refusal to recognize the federal governmant as a legitimate governing institution and the recognition of the church as the legitimate formation of government. This perpsective is primarily circumscribed to fundamentalist LDS communities, a number of which exist adjacent to federal public lands in southern Utah. In both of these perspectives there is a general disregard for the notion of the federal government as a legitimate owner of these lands and, by extension, as a legitimate manager and adjudicator of use.
This links to a Google doc that has an invitation and set of instructions used for the May 22nd River School Open Seminar. This text can be used as a template and modified for future seminars.