Abstract:
This study explores how the Environmental Studies program at Santa Clara University would be altered if it was modeled under “contact zones.” Patricia Bizzell’s methods were followed, in which she analyzed how her discipline, literary studies, would function if organized by contact zones rather than the existing format. The core class descriptions for Environmental Studies were used to hypothesize a potential model.Moreover, literature along with personal anecdotes were used to analyze the core courses. The results evince that a better rounded curriculum would result if contact zones were used to organize classes within Environmental Studies. Two sequences of classes were produced using contact zones. These sequences revealed a cause and effect relationship between humans, science, and the environment.
Introduction:
Cells, the atmosphere, and the root systems are organic examples of organization. Within human society, we too crave a sense of order. Organization is embedded within our lives, even a grocery store is divided into sections. Yet, the education system, a more intricate entity, is organized by disciplines that are further sectioned. Patricia Bizzell’s piece, “‘Contact Zones’ and English Studies” advocates for a new manner in which literature studies should be organized. Using Mary Pratt’s creation of a contact zone, Bizzell argues that literature should not be analyzed utilizing traditional categories, “...but rather on how they might, not ‘fit’ together exactly, but come into productive dialogue with one another”(Bizzell 165). This study aims to follow Bizzell’s practice of using contact zones to organize a field of study. Using Bizzell’s methodology, Environmental Studies will be reshaped under contact zones. In science some scholars claim a “... contact zone...is a site where ambivalent encounters occur between humans and other species, and often where violence and uneven power relations continue to be enacted” (Isaacs and Gillespie 2017). Under this definition, a skewed power dynamic ensues between the earth and mankind, in which humans have “dominion”or dominance (as discussed in Genesis). Science is a tool that allows humans to better understand the workings of the earth. However, it would be naive to undermine the implications of the knowledge we possess about the earth. Our scientific knowledge of the earth essentially allows us to exploit it as we learn where the most valuable minerals are, or where the best place to crops are, ect. This creates tension as disagreements arise on how this knowledge should be acted upon; preservation clashes with exploitation. To truly understand how the wellbeing of earth, humans, and science are intertwined, the discipline of Environmental Studies desperately needs to be structured around contact zones.
Methods:
The core classes of the Environmental Studies program at Santa Clara were analyzed using Mary Pratt’s concept of a contact zone. The core classes are ENVS 21, ENVS 22, ENVS 23, ECON 1, ENVS 29/PHIL 9, and ENVS 50. The study follows Bizzell’s format where a field of study’s current organization is analyzed and then a compared to how it fare under contact zones. Moreover, like Bizzell, literature is used as a foundation to support claims made in this study. Only the core classes of Environmental Studies were selected due to the time limitations and scope of the study. The specific class descriptions of the Environmental Studies core classes were analyzed in order to stimulate a situation in which contact zones were used to organized the discipline. The classes will be organized into sequences so that students can logistically enroll in all classes listed at some point keeping in mind four classes is the typical class load of a student. As an Environmental Studies major myself, I have taken all the classes listed below with the exception of ENVS 79/9 which I am currently enrolled in. Thus, my results, will appropriately include analysis of the classes as I have experienced them firsthand; note Bizzell also includes a personal reflection in her results.
Contact Zones:
Using the basic concept of “contact zones” described by Pratt, as discussed within Bizzell’s work, any instance in which the groupings of classes have conflict due to the nature of their contents, this will be considered a contact zone. The definition of a contact zone given above by Isaacs and Gillespie will also be considered in this study, even though it slightly differs from Pratt’s. In essence both definitions are similar as they denote that a contact zone is where conflict arises, yet Isaacs and Gillespie tweak the definition so it is better suited to a scientific discipline.
Results:
Classes within Environmental Studies are organized so they revolve around specific topics within the discipline (i.e. ecology, economics, etc.). For example the course listings and paraphrased descriptions (taken from SCU’s course listings):
As indicated by chart 1, the core classes have a wide variety of subjects which forces students to cover topics ranging from philosophy to ecology. As a result, the classes themselves are very isolated from another and are not integrative. For instance, the classes that are solely science based are isolated from those in the humanities. Therefore, crossover between these two types of classes is rare unless the curriculum itself requires it, as I observed. It is important to note that ENVS 22 mixes science with society as it focuses on “civic engagement”. Yet, the scientific knowledge needed for this class is not very “deep.” However, if the classes were arranged by contact zones, they would look like the following:
Viewing chart 2, two sequences of classes have been created using contact zones. My findings indicate that using contact zones leads to overlap between the science based classes and non science based classes. Sequence one of the chart intertwined Earth’s resources with ethics and the market. Sequence one is valid under contact zones as it sparks debate to how the Earth’s resources and processes should be utilized and for what purposes. The second sequence highlights the concept of human alteration of the earth. For clarification, the classes in Sequence 1A would be taken all at once during one quarter, and then sequence 2B would be taken the following quarter.
Discussion:
The core findings of this study indicate the following about the discipline of Environmental Studies being organized around contact zones:
1. The sequences in table 2 require students to consider human impacts on the environment while simultaneously learning about the Earth’s processes. This creates potential for a deeper understanding of how humans alter earth.
2. The ethics of viewing species and the environment as commodities are analyzed in sequence ENVS 1A as it focuses on economics and geological processes.
3. The severity of human actions upon the Earth is emphasized in sequence 2B allowing students to see how their actions have a direct impact on the environment. The grouping of ecology and human populations would help elucidate the stress mankind puts on the environment.
As Bizzell found with literature studies, contact zones force students to view the material in a new matter and to, “...include all material relevant to the struggles going on [in a contact zone]” (Bizzell 166). In terms of Santa Clara’s Environmental Studies program, the sequences provided do not force the university to recreate any classes, or to redesign the major . Moreover, students still have the freedom to fill their class slot with a class of their choosing. Ultimately, the course grouping cause for a more inclusive curriculum.
However, because this study is purely qualitative, scholars may view it as “weak”. Little to no research has been done in relation to the topic at hand, thus a foundation is needed before any real progress can be made. Future studies should aim to create surveys for students and professors in order to gain numerical data. These surveys should essientally generate questions that will gauage how effective these sequences would be. Also, potential studies should aim to study Environmental Studies at a variety of institutions in order to gather more data.
Bibliography:
Bizzell, Patricia. “‘Contact Zones’ and English Studies.” College English, vol. 56, no. 2, 1994, pp. 163–169. JSTOR, www.jstor.org/stable/378727.
“Environmental Studies and Sciences.” Sustainability - Office of the Provost - Santa Clara University, www.scu.edu/bulletin/undergraduate/chapter-3/EnvironementalStudiesandSciences.html.
Isaacs, Jenny R, and Kathryn Gillespie. “CFP AAG 2017: The Contact Zone II & II: Where Species Meet.” Political Geography Specialty Group, Apr. 2017, www.politicalgeography.org/2016/10/18/cfp-aag-2017-the-contact-zone-ii-ii-where-species-meet/.