Bombing the environment: Confronting ecological indifference Paul R. Carr

1. Bombing the environment: Confronting ecological indifference Paul R. Carr Youngstown State University

2. Starting-points • Who defines the normative values used to understand environmental issues? • How is power structured to shape decision-making processes and the allocation of resources with regard to the environment? • Can we understand development outside of the economic (military) realm? • What is the place of social justice within the concept/notion/study of the environment? • How is peace (and war) connected to the environment and environmental education?

3. Problematic • The over-development of the North multiple vulnerabilities in the South • Environmental education education on/for/about sustainable development • Colonialist and neo-liberal hegemony invalidate knowledge of “others”  epistemological racism • Is peace an option for resolving conflict? • How do we reconcile military intervention with the environment? • What are the implications of a passive, neutral, apolitical environmental education?

4. Propositions • Inequitable power relations invalidation of indigenous knowledge • Omission of social justice as a fundamental pillar (in education, in world affairs, in economic decisionmaking) • Inter-/multi-/trans-cultural interchange as a challenge to the traditional monologue between two inequitable parties • The environment must be understood in its totality, surpassing the economic sphere, and including non-imputed damage (war, industry, waste, etc.)

5. Epistemological considerations • Disqualification, marginalization and exclusion of knowledge (colonization of the mind) • Whiteness as an infused normative value • Superiority of neoliberalism as the only viable approach • Legitimacy of the military • Environment is about recycling, windmills, weather-patterns, etc., not war and peace? • Information for Action estimates that there are 60-110 million landmines presently in areas where conflict has taken place, and, significantly, that approximately 30,000 people die or are maimed annually from exposure to these weapons, with a far greater number of animals being affected.

6. Differentiated geography • Environmental threats—climate, chemical, nuclear, biological, bacteriological, etc.—are connected to arms producers/venders/users, multinational profiteers, business men with limited ethical values, electoral politics, an unconscious positivistic science industry, and, in general, a number of elites who believe that they are morally justified in their actions. •  vulnerability •  consideration for implication and impact • The neo-liberal mantra for the environment (4 Rs): • Reduce! • Recover! • Recycle! • Re-use!

7. Nuclear arms and the environment “Nuclear waste is a global problem that won’t go away, threatening environmental disaster on a vast scale: its poison, and toxic chemicals which accompany all weapon production, have travelled round the globe in the atmosphere and ocean currents as well as water and air, they harm earth, plants that grow in it, and subsistent livestock and wildlife. Human exposure to nuclear and chemical tests and factories, or via the food chain, results in miscarriages, malformed foetuses, high infant mortality and congenital disorders, leukaemia and other cancers, tumours,thyroid disorders, and complex debilitating and life-shortening syndromes.” (Peace Pledge Union)

8. War and the environment According to Ecology News, environmental war can be defined as: [1] the intentional modification of a system of the natural ecology, such climate and weather, earth systems such as the ionosphere, magnetosphere, tectonic plate system, and/or the triggering of seismic events (earthquakes), [2] to cause intentional physical, economic, and psycho-social, and physical destruction to an intended target geophysical or population location, (and) [3] part of strategic or tactical war.

9. Analytical framework • Necessity (are our actions necessary?) • Risks (do we evaluate the level of risk for our actions?) • Predictability (do we know of the impact of our actions in advance?) • Objective and result (do we achieve what we plan to achieve?) • Costs and benefits (are we satisfied with the results of our actions?) • Centrality of the environment (what is the place of the environment in our actions?) • Vulnerability (who is the most affected by our actions?) • Social justice (is social justice a part of our actions?)

10. Five vignettes on the environment, power and vulnerability • Hurricane Katrina in New Orleans (2005) • Iraq War (2003 - present) + Iraq War (1991) • Invasion into Lebanon (2006) • Vietnam War (1959-1975) • Haïti (slavery, colonialism and neo-colonialism)

11. New Orleans - Hurricane Katrina (2005) • Was the damage from the Hurricane foreseeable? • How were race relations before the Hurricane? • How was the Hurricane described by the media? • What was the role of the environment in the story? • What is the linkage with the war in Iraq? • What was the international reaction? • How do people live today in New Orleans? • If New Orleans had been a majority White population, would the damage have been as great?

12. New Orleans - Hurricane Katrina (2005) • Other defining points: • The role of race and class • Who was able to evacuate • The proposals and cost for reinforcing the levies before the Hurricane • The non-clarity around the number of deceased • Comments made by the President’s mother • Reaction and demeanor of President • The offer from Cuba to send 500 doctors • Some religious leaders proclaimed that it was justified because of the immorality of New Orleans • The absence of the environment as a story

13. New Orleans: Before and After

15. http://www.katrinadestruction.com/images/v/biloxi_mississippi/?g2_GALLERYSID=475e2f8e9c72a76521238e990acab3fhttp://www.katrinadestruction.com/images/v/biloxi_mississippi/?g2_GALLERYSID=475e2f8e9c72a76521238e990acab3f

17. http://images.google.com/images?q=hurricane+katrina+photos&hl=en&lr=&sa=X&oi=images&ct=titlehttp://images.google.com/images?q=hurricane+katrina+photos&hl=en&lr=&sa=X&oi=images&ct=title http://images.google.com/images?q=hurricane+katrina+photos&hl=en&lr=&sa=X&oi=images&ct=title

18. http://images.google.com/images?q=hurricane+katrina+photos&hl=en&lr=&sa=X&oi=images&ct=titlehttp://images.google.com/images?q=hurricane+katrina+photos&hl=en&lr=&sa=X&oi=images&ct=title

19. Iraq War (2003-present)  « Shock and Awe »(and the 1991 Iraq War) • Was the damage from the War foreseeable? • How were the ethnic and religious relations before the War? • How was the story recounted by the (embedded) media? • What is the role of the environment in the story? • Is “Shock and Awe” an appropriate way to characterize the bombing of Baghdad? • What is the connection between the Iraq War and the other 40 conflicts taking place around the world? • What was the international reaction? • How do Iraqis live today? • What would have been the reaction if Iraq were majority Christian?

20. Iraq War (2003-present) • Other defining points: • American troops killed (3,700) • Other Americans (contractors, workers, translators) killed (unknown) • Iraqis killed (100,000-1M+) • % of Americans who still believe that Saddam has WMDs (35 % - 2006) • % of Iraqis strongly opposed to foreign troop presence (82 % - 2005) • US expenditure ($1trillion+) • Number of tons of bombs dropped on Iraq (unknown) • Number of allies involved (approx. 40, with more than half having withdrawn; few countries with more than 300 troops) • Environmental impact studies (unknown) • Quality of life since 2003? • Why Iraq and not one of more than the over 40 other countries which have poor human rights records and also pose a presumable threat? • How has US prestige internationally fared since the start of the War?

21. http://images.google.com/images?q=iraq+war&ndsp=20&svnum=10&hl=en&lr=&start=80&sa=Nhttp://images.google.com/images?q=iraq+war&ndsp=20&svnum=10&hl=en&lr=&start=80&sa=N

22. http://images.google.com/images?q=iraq+war&ndsp=20&svnum=10&hl=en&lr=&start=80&sa=Nhttp://images.google.com/images?q=iraq+war&ndsp=20&svnum=10&hl=en&lr=&start=80&sa=N

23. Iraq Invasion (1991) During the Iraq war in 1991, as reported by the World Resources Institute, Iraqi forces ignited some 600 oil wells, causing a long-term environmental catastrophe: “Oil spilled into the Persian Gulf, tarred beaches and killed more than 25,000 birds. Scientists predict the toxic residue will continue to affect fisheries in the Gulf for over 100 years. . . . Oil spilled on land formed huge pools in lowlands, covering fertile croplands. The deposition of oil, soot, sulfur, and acid rain on croplands up to 1,200 miles in all directions from the oil fires turned fields untillable and led to food shortages. The fires released nearly half a billion tons of carbon dioxide, the leading cause of global warming, emissions greater than all but the eight largest polluting countries for 1991 that will remain in the atmosphere for more than a century. The oil that did not burn in the fires traveled on the wind in the form of nearly invisible droplets resulting in an oil mist or fog that poisoned trees and grazing sheep, contaminated fresh water supplies, and found refuge in the lungs of people and animals throughout the Gulf.”

24. Invasion of Lebanon (2006) • Was the damage foreseeable? Was the suffering necessary? • What were the ethnic and religious relations before the invasion? • How did the media describe/analyze the story? • What was the role of the environment in the Invasion? • What is the linkage to other wars around the world? • What was the international reaction? • How do the Lebanese live now? • What would be the reaction if Lebanon were in another region of the world?

25. Invasion of Lebanon (2006) • Other defining points: • Thousands of tons of bombs dropped on Lebanon and hundreds of rockets launched at Israel • Approximately 40 Lebanese die each month from unexploded bombs • Estimated cost of the reconstruction ($20B) • Implications for tourism, business and education • Approximately 1,500 Lebanese and 30 Israelis killed • Environmental studies undertaken (unknown) • Assessment from Canadian PM: “The response from Israel was measured”

28. http://www.thewe.cc/weplanet/news/armed_force/us/jessica_lynch.htmhttp://www.thewe.cc/weplanet/news/armed_force/us/jessica_lynch.htm

29. Lebanon peopleoflebanon.net/

30. Vietnam War (1959-1975) • “People exposed to the spray (Agent Orange) suffered headaches, vomiting, diarrhoea, weakness and chest complaints. Meanwhile, Agent Orange’s carcinogenic dioxin was sinking into the soil, washing into the sea, and entering the food chain, where it is still at work today. Children born since the war have consumed high levels of dioxin; and many fathered by men exposed to the spray (many of whom are now dead or suffering from cancers) have spina bifida and other congenital abnormalities.” (Peace Pledge Union)

31. Vietnam War http://www.a2zcds.com/SiteImages/vietnam_war_2.gif

32. http://www.google.com/imgres?imgurl=http://www.ffrd.org/Voices/agent-orange-cropdusting.jpg&imgrefurl=http://www.ffrd.org/Voices/History.htm&h=480&w=509&sz=41&tbnid=IS_sxw7ppFRmVM::&tbnh=124&tbnw=131&prev=/images%3Fq%3Dpictures%2Bof%2Bagent%2Borange&hl=en&usg=__zoT9pH7g51NxjqnASlE8j4aVMbI=&ei=bKznSdaaKJ2NtgfG37mXBg&sa=X&oi=image_result&resnum=2&ct=imagehttp://www.google.com/imgres?imgurl=http://www.ffrd.org/Voices/agent-orange-cropdusting.jpg&imgrefurl=http://www.ffrd.org/Voices/History.htm&h=480&w=509&sz=41&tbnid=IS_sxw7ppFRmVM::&tbnh=124&tbnw=131&prev=/images%3Fq%3Dpictures%2Bof%2Bagent%2Borange&hl=en&usg=__zoT9pH7g51NxjqnASlE8j4aVMbI=&ei=bKznSdaaKJ2NtgfG37mXBg&sa=X&oi=image_result&resnum=2&ct=image Agent Orange

34. Haïti (slavery, colonialism, neo-colonialism, and neo-liberalism) • Natural and cultural erosion (tacitly under the passive regard of the international community) • Results : profits for “others”, capital flight, cheap labour, absence of labour and environmental laws, etc. • Deforestation (>90% of the country) ; potable water is not available universally ; trees for fuel ; open waste sources leading to contamination of people and animals • A “forgettable”, non-strategic et allied country (Haitian refugees vs. Cuban refugees ; Haitians in Dominican Republic) • No Logo by Naomi Klein • Poverty is not linked to Northern countries

35. http://www.language-works.com/Haiti/photoindex.htm

36. http://www.sun-sentinel.com/news/caribbean/sfl-edge-n-haitierode,0,2849490.flashhttp://www.sun-sentinel.com/news/caribbean/sfl-edge-n-haitierode,0,2849490.flash

38. Schools, standards and the environment

39. Ohio Science Benchmarks - By the end of the K-2 program: • Observe constant and changing patterns of objects in the day and night sky. • Explain that living things cause changes on Earth. • Observe, describe and measure changes in the weather, both long term and short term. • Describe what resources are and recognize some are limited but can be extended through recycling or decreased use.

40. By the end of the 3-5 program: • Explain the characteristics, cycles and patterns involving Earth and its place in the solar system. • Summarize the processes that shape Earth's surface and describe evidence of those processes. • Describe Earth's resources including rocks, soil, water, air, animals and plants and the ways in which they can be conserved. • D. Analyze weather and changes that occur over a period of time.

41. By the end of the 6-8 program: • Describe how the positions and motions of the objects in the universe cause predictable and cyclic events. • Explain that the universe is composed of vast amounts of matter, most of which is at incomprehensible distances and held together by gravitational force. • Describe how the universe is studied by the use of equipment such as telescopes, probes, satellites and spacecraft. • They continue on in this manner for grades 9-10 and 11-12. None of which focus on the effects of war on the environment.

42. Connection between: peace, the environment and education • Should students learn about the environment from a critical perspective? How? • Can standards-based education within a neoliberal context lead to critical environmental education? • What resources are required? • How do teachers need to be trained and supported? • What are the implications?

43. Thank you • Merci • Gracias