Area of Study Title: Emancipatory Education in Action: An Introduction to Social and Ecological Justice (4 credits)

Area of Study Description

This group study provides a deep immersion into the Social and Ecological Justice Framework of the Goddard undergraduate program. Based on Poka Laenui’s Processes of Decolonization, the group study explores emancipatory and decolonial education through the lenses of Remembrance and Recovery, Embodiment and Integration, Dreaming and Visioning, Commitment and Planning and Action and Reflection.

Learning Activities: Please describe your goals for this area of study, your anticipated learning activities (reading, workshops, projects, etc.), and the resources you will use to complete the work of the area of study.

Understand and critically reflect upon their knowledge of histories of power and their intergenerational impact on people and land;

• Explore and analyze the histories and dynamics of knowledge-making and the ways that knowledge has been used to uphold or resist systems of oppression.
• Critically reflect upon their own embodied and emotional ways of being in relationship to oppression, systemic violence, and structural inequity.
• Engage models and pathways for healing emotional and embodied ways of knowing and being and reflect on their experience.
• Share their vision for a more just and ecologically harmonious world and provide a contextualization of their vision that explains its meaning and purpose.
• Integrate creativity into their knowledge making;
• Explore non-dominant ways of knowing and reflect on their experience.
• Develop their plan for intentionally participating–through their knowing, doing, and being–in the creation of a more just and ecologically harmonious world.
• Critically reflect upon their experience of taking action in the world to contribute to a more just and ecologically harmonious earth.
• Identify in their reflection the steps/stages/phases of their experience and how they affect and are affected by systems of power, oppression, systemic violence, and structural inequity.

Products: Please outline the academic work of the area of study (e.g., critical paper, creative work, annotations, journal, etc.). List them separately and describe the essential requirements of each (type of product, length or duration, APA Style, etc.). If you are working on a collaborative project with other students, identify the others and describe the contribution each is expected to make.

Students will engage readings from an array of fields and demonstrate learning through discussion and short creative assignments.

Bibliography:

Brown, B. (2010). The Power of Vulnerability. [Video]. TED Conferences.

Garba, T. and Sorentino, S. (2022). Slavery is a metaphor: a critical commentary on Eve Tuck and K. Wayne Yang’s ‘Decolonization is not a metaphor’.  Antipode: A Radical Journal of Geography, 52(3), 764-782.

Hartman, S. (2008). Lose your mother: A journey along the Atlantic slave route. Macmillan.

Hong, C. P. (2020). Minor Feelings: An Asian American Reckoning. One World.

hooks, b. (1991). Theory as liberatory practice.  Yale Journal of Law and Feminism, 1(4).

Laenui, P. (2000). Processes of decolonization. Reclaiming Indigenous voice and vision, 150-160.

Lorde, A. (2012). Sister outsider: Essays and speeches. Crossing Press.

Red Nation. (2021). Red Nation Rising: From Bordertown Violence to Native Liberation. Panel discussion [online] retrieved from https://www.youtube.com/watch?v=Qf3wRDA5oPU

Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1 (1), 1–40.

Wolfe, P. (2006). Settler colonialism and the elimination of the native.  Journal of Genocide Research, 8(4), 387-409.

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Area of Study/Group Study Name: Decolonial Sexual Attitude Reassessment (4 credits)

Description: The Decolonial Sexual Attitude Reassessment (DSAR) is a highly provocative, experiential, cognitive and affective experience that is designed to push comfort levels, elicit feelings and confront attitudes, beliefs and values about sexuality. Presentations can encompass media, (including contemporary film, television and art), along with presentations and panels of live speakers/demonstrations showing the potential range of human sexual expression. A SAR enables the participant to move emotionally, intellectually, spiritually and psychologically into a zone of greater knowing, acceptance, and tolerance of human sexuality in all of its possible dimensions.

Learning Activities: Students will engage in group discussions, contemplative practices, critical reflection, self-directed, research, and presentation.

Learning Documentation: Students write an autoethnography (i.e., 12- 15-page double-spaced essay or visual work, multimedia project, or other form equivalent to a 12-15-page double-spaced essay) on their experience of the SAR and their learning outcomes in their semester study plan, submit it to the DSAR faculty as part of their academic work for the semester.

[NOTE: After the semester, DSEX concentration students will also develop their autoethnography based upon faculty feedback and submit it to the CPRG for an evaluation by the end of their third semester in the concentration.]

Undergraduate Degree Requirements: interdisciplinary perspectives (arts and humanities and social sciences), essential skills (communication and critical thinking), and the social and ecological justice framework (remembering and recovery, mourning, dreaming and visioning)

Bibliography

D-SAR Materials Packet

Chang, H. (2008). Autoethnography as method. Walnut Creek, CA, US: Left Coast Press.

Or

Holman, J. S. L., Adams, T. E., & Ellis, C. (2013). Handbook of autoethnography. Walnut Creek, CA, US: Left Coast Press.            and

Boylorn, R. M., & Orbe, M. P. (2014). Critical autoethnography: Intersecting cultural identities in everyday life. Walnut Creek, CA, US: Left Coast Press.

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Area of Study Title: Group Study: Babies, Spam, and Double Eyelids: The Warfare of Biopolitics (4 credits)

Area of Study Description: Throughout this semester, we will look at foodways, plastic surgery, and adoption through the lens of biopolitics. To kick off this group study, we will begin by researching Korea’s history and its relationship to imperialism through all of these adjacent themes. From there, each student will begin their own research project and share their discoveries with the group at the end of the semester.

Learning Activities:

Together, we will read/watch/listen to a selection of resources, and engage in rich discussions based off of the material.

Products:

As a starting point, we will unpack the residency’s theme of biopolitics and biopower, and use it as a lens through which to understand Korea’s history with imperialism. Students will then begin their own research projects of their own interests, potentially overlapping with their personal work at Goddard, and present it to the group at the end of the semester. This presentation does not have to be a traditional slideshow format, but can be, and is encouraged to be creatively interpreted.

Due Dates:

For our first meeting, please listen to Season 2 of This Land.

Meeting dates @ 6pm EST

Tuesday 11/14

Tuesday 11/21

Tuesday 11/28

Tuesday 12/5

Tuesday 12/12

Tuesday 12/19

Undergraduate Degree Requirements:

Social and Ecological Justice Framework

Interdisciplinary Perspectives

• Arts & Creative Expression x
• Humanities x
• Math
• Natural Sciences
• Social Sciences x

Critical Thinking x

Communication

Community Engagement

Degree Track Requirements:

Health Arts and Sciences

Health Philosophy

Community Health Practices/Modalities

Broader Social and Ecological Context of Health

Life Sciences

Self-Care, Resilience, and Renewal

Bachelor of Arts in Sustainability

Theories of Sustainability Paper

Ecological Dimensions

Social and Economic Dimensions

Environmental Justice and Ethics

Creating a Sustainable Life

Documented Experiential Learning

Other: Positive Self Development, Articulating a Social and Ecological Context, Writing

Bibliography:

To Save The Children of Korea: The Cold War Origins of International Adoption by Arissa Oh

Shattered Bonds: The Color of Child Welfare by Dorothy Roberts

Killing The Black Body: Race, Reproduction and the Meaning of Liberty by Dorothy Roberts

The Migrant’s Table by Krishendu Ray

The K-Pop Plastic Surgery Obsession by Zara Stone

K-Pop Dreaming Event with The GYOPO Collective, Jheanelle Brown and Michelle Cho

This Land Podcast: Season 2 hosted by Rebecca Nagle

A Food Regime Genealogy by Phillip McMichael

Bodies for Empire: Biopolitics, Reproduction and Sexual Knowledge in Late Colonial Korea by Jin Kyung Park

Poultry and Prisons: Toward a General Strike for Abolition by Carrie Freshour

Cumin, Camels and Caravans: A Spice Odyssey by Gary Paul Nabhan

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Area of Study Title: Fashioning a Just & Sustainable Future: ESG, Late-Stage Capitalism, and Design for Sustainability

Area of Study Description:

This course explores the multifaceted challenges and opportunities of transforming the fashion industry into a more sustainable, environmentally responsible, socially conscious sector. Focusing on Environmental, Social, and Governance (ESG) principles, it delves into the complexities of addressing issues including late-stage capitalism and whether ‘fixing capitalism with capitalism’ is a viable option. It also delves into the consciously cultural, creative, and viable business aspects of Design for Sustainability within the fashion industry, emphasizing its intersection with art, conscious culture-making, and a commitment to social justice and environmental responsibility.

Course Objectives:

1. Analyze the ESG Framework: Students should be able to critically analyze the Environmental, Social, and Governance (ESG) framework, emphasizing the social justice dimensions and their relevance to the fashion industry.
2. Evaluate Late-Stage Capitalism’s Impact: Students should be able to assess the impact of late-stage capitalism on sustainability, with a focus on social justice concerns in the fashion industry.
3. Examine Sustainable Business Practices: Students should be able to examine sustainable business practices within the fashion industry, with a heightened awareness of their impact on environmental and social justice issues.
4. Explore Design for Sustainability: Students should be able to explore the principles and practices of Design for Sustainability, emphasizing the creation of products and processes that are socially conscious and environmentally responsible.
5. Intersect Art, Culture, and Long-Term Sustainability within a Viable Social Exchange System: Students should be able to analyze how sustainability intersects with art, culture, and profitability, emphasizing a commitment to social justice and equitable exchange systems.
6. Examine Multicultural Perspectives: Students should be able to appreciate multicultural perspectives on sustainable fashion practices, with a strong focus on social justice and equity in different cultural approaches to sustainability.
7. Identify Challenges and Opportunities: Students should be able to identify the challenges and opportunities in transforming the fashion industry into a more socially just and environmentally sustainable sector, recognizing the complexities and social justice implications.
8. Develop Sustainable Fashion Strategies: Students should be able to develop and propose sustainable fashion strategies that prioritize social justice, including recommendations for environmentally/socially responsible sourcing, ethical labor practices, and inclusive design.
9. Critically Assess Case Studies: Students should be able to critically assess real-world case studies of fashion brands and businesses, with a particular emphasis on their efforts to address social justice issues alongside sustainability.
10. Engage in Informed Discussions: Students should be able to engage in informed discussions and debate on the role of capitalism in sustainability while considering social justice concerns and equity issues.
11. Evaluate Ethical Dilemmas: Students should be able to evaluate ethical dilemmas within the fashion industry, with emphasis on social justice issues and other ethical considerations within the industry.
12. Apply Sustainability Principles: Students should be able to apply sustainability principles to fashion industry practices, with a focus on both environmental responsibility and social justice.
13. Present Research Findings: Students should be able to present their research findings and insights in a manner that advocates for sustainable fashion practice, with a particular emphasis on social justice and equity.

Learning Activities: Putting together a journal/podcast/diary about issues explored each week. Writing a research paper addressing course objectives. Creating/exploring a local initiative for the model of a local, closed-loop fashion economy in New Mexico and what those elements might look like*.

*If I conceptualize something useful, I might present it to my community/local government. This class wraps up and rounds out my most recent projects.  – amc

Products:

Business Journal/Podcast/Diary via Canvas

Sustainable Fashion Certification Upon Class Completion via Coursera

Research Paper

Digital Presentation

Due Dates:

Week 1-2: Introduction to Sustainable Fashion and ESG Principles

• Understanding the ESG framework
• Overview of sustainability in the fashion industry
• The impact of the fashion industry on the environment
• Social and ethical issues in the fashion supply chain
• Governance and transparency in fashion businesses

Readings:

• Fletcher, K. (2015). Sustainable Fashion and Textiles: Design Journeys. Earthscan.
  • Claxton, S., & Kent, A. (2020). The Management of Sustainable Fashion Design Strategies: An Analysis of the Designer’s Role. Journal of Cleaner Production, 268, 122112.
  •  

Week 3-4: Broken, Late-Stage Capitalism and Sustainable Business

• Critiquing late-stage capitalism and its impact on sustainability
• Can capitalism be reformed through sustainable business practices?
• Case studies of businesses attempting sustainable transformation within capitalism
• Alternative economic models and their relevance to fashion

Readings:

• Williams, L. (2018). Resilience and the Late-stage Capitalism of Clothing Production. Fashion Theory, 22(5), 587-612.
  • Hart, S. L., & Milstein, M. B. (2003). Creating Sustainable Value. Academy of Management Perspectives, 17(2), 56-67.
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Week 5-6: Design for Sustainability in the Fashion Industry

• The Principles of Design for Sustainability
• Eco-friendly materials and innovative technologies
• Sustainable production and supply chain management
• Circular fashion and waste reduction
• “Green” Business Strategies for Sustainable Fashion

Readings:

• Polder, J. J. (2015). Design for Sustainability: A Step-by-Step Approach. Amsterdam University Press.
  • Bessant, J. (2007). Enablers of Sustainable Innovation: The Role of Design in the UK Fashion Industry. Creativity and Innovation Management, 16(1), 27-41.

Week 7-8: Artistic Expression and Sustainability in Fashion

• Fashion as an art form: sustainability meets creativity
• Multicultural and diverse influences in sustainable fashion design
• Sustainable fashion and cultural appropriation
• The role of fashion in cultural preservation and promotion

Readings:

• Ryding, D. (2015). Cultural Influences on Sustainable Fashion. In Handbook of Sustainable Apparel Production (pp. 219-236). CRC Press.
  • Niinimäki, K. (2013). Timeless Fashion: Breakthrough of Slow Fashion. Journal of Fashion Marketing and Management, 17(3), 312-322.

Week 9-10: Multicultural Perspectives on Sustainable Fashion

• Sustainable fashion practices in different cultures and regions
• Comparative analysis of global sustainability challenges
• Case studies of multicultural fashion brands
• Cultural diversity in fashion marketing and messaging

Readings:

• Crane, D. (2000). Fashion and its Social Agendas: Class, Gender, and Identity in Clothing. University of Chicago Press.
  • Kim, Y., & Damhorst, M. L. (1998). Promotion of Traditional Crafts in Korea: The Effect of Traditional Motifs in Fashion Design on Consumer Preference. Clothing and Textiles Research Journal, 16(3), 121-132.

Week 11-12: Sustainable Fashion in Practice

• Sustainability in Fashion Retail and Consumer Behavior: A Healing Approach
• Sustainable Fashion Marketing and Branding
• Challenges and Opportunities in the Fashion Industry’s Sustainable Transformation
• Ethical Dilemmas and Future Directions

Readings:

• Gwilt, A., & Rissanen, T. (2011). Shaping Sustainable Fashion: Changing the Way We Make and Use Clothes. Earthscan.
  • Black, S. (2015). Eco-Chic: The Fashion Paradox. Bloomsbury Academic.

Week 13-14: Student Presentation and Research Project

• Student/s present their research and projects
• Peer feedback and discussions on Canvas
• Summarizing key takeaways and insights
• Evaluating the potential for sustainable transformation in the fashion industry

Readings:

• Fletcher, K., & Grose, L. (2012). Fashion and Sustainability: Understanding Luxury Fashion in a Changing World. In Sustainable Luxury (pp. 11-27). Palgrave Macmillan.
  • Additional readings added based on student project topics and interests.

Assessment Methods:

• Class participation and engagement
• Research paper and case studies
• In-Person discussion/s on sustainable fashion initiatives
• Presentation

This course aims to equip students with a deep understanding of the complexities and potential solutions surrounding sustainability in the fashion industry, with a strong emphasis on environmentalism, social justice, and equity. It encourages critical thinking about the role of capitalism, artistic expression, and cultural diversity in sustainable fashion practices, while also highlighting the importance of social justice in shaping the industry’s future.

Undergraduate Degree Requirements:

Social and Ecological Justice Framework

Interdisciplinary Perspectives

• Arts & Creative Expression
• Humanities
• Math
• Natural Sciences
• Social Sciences

Critical Thinking

Communication

Community Engagement

Degree Track Requirements:

Health Arts and Sciences

Health Philosophy

Community Health Practices/Modalities

Broader Social and Ecological Context of Health

Life Sciences

Self-Care, Resilience, and Renewal

Bachelor of Arts in Sustainability

Theories of Sustainability Paper

Ecological Dimensions

Social and Economic Dimensions

Environmental Justice and Ethics

Creating a Sustainable Life

Documented Experiential Learning

Bibliography:

1. Bhardwaj, V., & Fairhurst, A. (2010). Fast fashion: response to changes in the fashion industry. The International Review of Retail, Distribution, and Consumer Research, (2001), 165-173.
2. Brown, S. (2012). Ecological ethics in fashion: Reconstructing and consuming identity with style. Fashion Theory, 16(3), 263-278.
3. Chen, L. H. (2018). The sustainable fashion supply chain. International Journal of Production Economics, 203, 553-565.
4. Claxton, S., & Kent, A. (2020). The management of sustainable fashion design strategies: An analysis of the designer’s role. Journal of Cleaner Production, 268, 122112. DOI
5. Fletcher, K. (2008). Sustainable fashion and textiles: Design journeys. Earthscan.
6. Gwilt, A., & Rissanen, T. (2011). Shaping sustainable fashion: Changing the way we make and use clothes. Earthscan.
7. Kim, H. S., & Damhorst, M. L. (1998). An exploratory study of clothing designers’ opinions about eco‐fashion. Clothing and Textiles Research Journal, 16(4), 213-222.
8. Lu, L., Li, H., Ding, X., Huang, X., Li, W., & Wu, J. (2012). Environmental assessment of indigo dyeing processes: part I—a case study in China. The International Journal of Life Cycle Assessment, 17(3), 274-283.
9. Niinimäki, K. (2010). Eco-clothing, consumer identity, and ideology. Sustainable Development, 18(3), 150-162.
10. Otto, B. (2008). Fostering Sustainable Behavior: An Introduction to Community-Based Social Marketing. New Society Publishers.
11. Pookulangara, S., & Shephard, A. (2013). Slow fashion movement: Understanding consumer perceptions. Journal of Fashion Marketing and Management, 17(3), 314-330.
12. Shah, N. H., Eetvelde, G. V., Rangarajan, N., & Sargent, R. G. (2018). Sustainable apparel product development and design theory. Sustainability, 10(9), 3199.
13. Shim, S., & Chen, K. H. (2019). Sustainability in fashion and apparel industry in China: An overview. In Sustainability in the Textile and Apparel Industries (pp. 3-19). Springer.
14. Tellioglu, H., & van Heur, B. (2016). ‘Slow fashion’: tailoring a strategic approach towards sustainability in the fashion industry. Sustainable Development, 24(3), 229-239.
15. The True Cost: Who Pays the Real Price for YOUR Clothes | Investigative Documentary (Film). (Available at: Link)