Congratulations to Prof. Emeritus Richard B. Lee! He was recently named as an Officer of the Order of Canada in recognition of his contributions to the advancement of science. For a list of the other 100 appointees, see http://www.theglobeandmail.com/news/national/scientists-playwrights-among-new-order-of-canada-appointments/article33456832/
Paul Baines (Great Lakes Commons) and Prof. Bonnie McElhinny co-hosted a video campfire in late November, 2016 on teaching about water and social justice around the Great Lakes. The video can be viewed at https://www.youtube.com/watch?v=179nj3JeL08&feature=youtu.be. They asked people who teach about water in a range of sites – universities, community-based organizations, schools – to share their thoughts on 3 questions: what they are doing now, a resource or project they have been wanting to do, and some ideas for linking people around the Great Lakes. Coming soon: a list of resources recommended by the participants……
Terrific list of participants included:
Paul Baines, Great Lakes Commons, Outreach and Education coordinator. Paul leaped into the GLC work after reading ‘Our Great Lakes Commons: a peoples plan to protect the Great Lakes forever’ and then founded the Great Lakes Commons Map in 2012 to crowdsource people’s worry and wisdom for water health through data, discussion and story. He comes to this water reconciliation work with a background in critical pedagogy, democratic media, and environmental and cultural studies. He just finished a 5 month tour of the Great Lakes connecting people, issues, and perspectives.
Sheila Boudreau is a landscape architect and urban designer at the City of Toronto, with over twenty years professional experience in both the public and private sectors. She represents the OALA on the Green Infrastructure Ontario Coalition Steering Committee, and acts as an advisor for Ryerson Urban Water courses related to blue/green infrastructure. She recently organized a weekend-long hack-a-thon for over 70+ students in Toronto, in which interdisciplinary teams designed innovative contributions to blue/green infrastructure in an intensive weekend of workshops, talks and social events.
Marcie Cunningham is a partner in CGC Educational Communications. She and her partner John Gregory are working on several water literacy projects, two of which were created for the Ontario Clean Water Agency (OCWA) and are rolling out across the province. The OneWater program, operating in over 20 school boards, brings local water operators into the Grade 8 classrooms to work with students to explore local water, both clean and wastewater, and their personal responsibilities to “treat our water well.” As an adjunct to that program CGC has created The Changing Great Lakes, a program focused on the geography and art curriculum, which engages students in their local watershed to develop an understanding of the affect that climate change is having on our Great Lakes. A range of activities, from a field trip encompassing “a Portrait of the Shoreline,” to innovating local solutions to climate change adaptation in their homes, schools and communities gives students an opportunity to get tangibly engaged in the Great Lakes’ issues. This program is currently in pilot test in several Ontario classrooms.
Stephen P. Gasteyer is an Assistant Professor of Sociology at Michigan State University. Dr. Gasteyer’s research focuses on the nexus between water, land, community development. Specifically, his research currently addresses: 1) community capacity development and civic engagement through leadership training; 2) the political and social processes that enable or hinder community access to water and land resources, specifically (but not exclusively) in rural communities; 3) the class and race effects of access to basic services (water, sanitation, food, health care); 4) community capacity, community resilience and water systems management; 5) the impacts of greening in economically depressed small cities; 6) the community aspects of bioenergy development; 7) international social movements and community rights to basic services; and 8) facilitating cross-sectoral and interdisciplinary partnerships to address water and land resources management.
Rachel Havrelock is Associate Professor at the University of Illinois at Chicago and author of River Jordan: The Mythology of a Dividing Line (University of Chicago Press, 2011). After writing about how the conflicted borders of the Israeli-Palestinian conflict formed and congealed in Palestinian and Israeli cultures for River Jordan, Rachel became invested in water sharing as an approach to Middle East peacemaking. Havrelock’s current book project, Pipeline: How Oil Created the Modern Middle East and How Water Can Transform It, chronicles the role of oil extraction and infrastructure in the militarization of the Middle East and suggests how regional water management could transform the landscape. In addition to the Middle East, Rachel’s work addresses the Great Lakes as a transborder water system both abundant and imperiled. She has been awarded a Global Midwest grant from the Mellon Foundation in order to explore the common challenges of international transborder water systems; she is developing a web-site on water and the environmental humanities.
Deborah McGregor is Associate Professor and Canada Research Chair Indigenous Environmental Justice. Her research has focused on Indigenous knowledge systems and their various applications in diverse contexts including water and environmental governance, environmental justice, forest policy and management, and sustainable development. She is currently involved in three more: “Indigenous Knowledge Transfer in Urban Aboriginal Communities” with Professor Kim Anderson (Wilfred Laurier University); “Maple Syrup, Climate Change and Resilience: A Longitudinal Study” with Professor Brenda Murphy (Wilfred Laurier University); and “Exploring Distinct Indigenous Knowledge Systems to Inform Fisheries Governance and Management on Canada’s Coasts” with Professor Lucia Fanning (Dalhousie University).
Bonnie McElhinny is associate professor of anthropology and women and gender studies at the University of Toronto. She teaches courses and does research on water, anti-racist, feminist and de-colonial approaches to place, migration and multiculturalism, and language and social justice. Her most recent co-edited book was Filipinos in Canada: Disturbing Invisibility; she has written on the Oak Ridges Moraine. Her course Living at the Water’s Edge in Toronto, was cited out as one of 14 innovative pedagogical initiatives at U of T for building connections with community partners. Singled out for particular attention was a partnership with Lake Ontario Waterkeeper (LOW), in which first year students participated in a pilot project for collecting watermark stories. She has also taken students to Hawai’I to engage in land and water restoration projects, in a course on critiques of multiculturalism and settler colonialism. This year, she again partnered with LOW at the Great Lakes Public Forum; 40 students gathered over 150 watermark stories from participants. This work was featured in an article in the Great Lakes Connection (newsletter of the International Joint Commission) which went out out to 17,000 stakeholders interested in transforming the Great Lakes.
Elizabeth Miller is an independent documentary maker, trans-media artist, and professor at Concordia University. She is interested in new approaches to community collaborations and the documentary format and my work connects personal stories to larger social concerns. My new project, The Shore Line, is in interactive documentary looking at the tensions between unchecked development and climate change on coastal towns and cities around the world. Her film Hands-on: women, climate, change profiles five women from four continents tacking climate change through policy, protest, education and innovation. She developed the film in collaboration with directors from Kenya, India, Norway and Canada, all IAWRT (International Association of Women in Radio and Film) members. Her documentary film The Water Front (2007) brings the controversial issue of water privatization in Michigan to the larger public.
Andrea Most is Professor of American Literature and Jewish Studies in the Department of English at the University of Toronto. She teaches and conducts research in the areas of modern American literature and culture, Jewish cultural studies, the environmental humanities, food studies, theatre and performance. Selected as a Jackman Humanities Institute Faculty Fellow on the special theme of Food for 2012-13, Prof. Most continues to conduct research on the relationship between Jews, Judaism and agriculture in the modern era, with a special focus on the contemporary Jewish food movement. She works as a co-founder and designer of Bela Farm, a centre for land-based Judaism in Southwestern Ontario and as an activist in the Jewish food movement both locally and internationally. Prof. Most’s current research and teaching focus broadly on the crucial role of the humanities in confronting environmental crisis. As part of this initiative, this year she will be completing an ecocritical memoir entitled A Pain in the Neck and developing a new experiential pedagogy for teaching in the environmental humanities.
Alexandra Thompson is a Lecturer at Lakehead University. Alex Thomson was born in Toronto and has spent much of her formative years in north central Ontario, including the coniferous forests on Anishnaabe territory near Sudbury and Temagami, Ont. She has been a canoe guide, outdoor education instructor, and workshop facilitator. Alex teaches many sections of the required course Aboriginal Education, EDUC 4416 and the elective Outdoor Experiential Ecological Education. She enjoys learning about the forest, ecosystems and waterways of the Orillia area. Alex is studying to become an naturalist through the Kamana Naturalist Training Program. She completed a Masters Degree at Trent University in Canadian and Indigenous Studies, a B.A. in Social Justice Studies at McGill University and a B.Ed. from Lakehead in Thunder Bay Intermediate/Senior with teachables in Native Studies and Outdoor Experiential Ecological Education.
Krystyn Tully is vice president and co-founder of Lake Ontario Waterkeeper. Krystyn Tully has been organizing community events and organizations since her days as a high school student in Oshawa, Ontario. Since co-founding Lake Ontario Waterkeeper with Mark Mattson in 2001, Tully has written or edited more than 400 articles about water and environmental policy. She has appeared before numerous municipal, provincial, and federal government committees. For four years, she coordinated a mentoring program that connected aspiring lawyers with communities facing environmental challenges. For two years, she was editor and co-host of a weekly radio program. In 2012, she wrote a series of features on beaches for blogTO and became a regular contributor to Huffington Post. Through Ryerson University’s part-time degree program, Tully has received extensive education in Public Administration and Governance, with a specialization in nonprofit sector management. She was profiled in NOW Magazine’s “Class Action” feature in October, 2012.
Marie Wee is an undergraduate student in women and gender studies/equity studies. She is taking a course with Dr. McElhinny on water and social justice issues, and will offer an undergraduate student’s perspective on pedagogical needs and projects.
Volume 1: Call for Submissions
The Bricoleur is a new periodical published by graduate students in the Department of Anthropology at the University of Toronto. We publish innovative work from contributors worldwide in an accessible format, bringing anthropological conversations into the public domain. We welcome diverse, multi-media submissions from all sub-fields of the discipline.
The editorial board is now inviting submissions that speak to our inaugural theme: “emergence”. The following questions may be helpful in guiding your submissions, but please feel free to propose other interpretations of this theme:
Does your work involve an emerging technology or method?
Does your research engage with emerging social formations?
Did you encounter novel challenges during your fieldwork work that encouraged you to take your research in a new or unexpected direction?
Are unexpected findings emerging from ongoing archaeological excavation?
What material grounds allow (or prevent) something to emerge?
What are the ethical or political stakes of working with emergent forces, materials, or methods?
How can we trace or problematize the etymology of ‘emergence’, or, more simply, what does it mean to ‘emerge’?
Is your research on the forefront of emerging theoretical trends in anthropology?
We accept text, photographic, video, and audio submissions. Please send us a 250 word abstract or proposal that outlines what your submission intends to discuss or show. The editorial board reviews all submissions and works with authors and content-creators to establish guidelines for submission length and format. Submissions may be tied to existing research or to theoretical and methodological explorations (including future research directions).
We have a full peer-review process in place for scholarly submissions, but we also welcome submissions that provide commentary on emerging public issues, which will be posted to our blog.
For more information, visit our website, www.thebricoleur.strikingly.com, where you’ll find detailed submission guidelines as well as example submissions.
Unsure if your work fits within this theme? Wondering if your research can be published on our platform? Please contact us at firstname.lastname@example.org.
Prof. Andrea Muehlebach has been awarded a six-month fellowship for 2017-18 from the Jackman Humanities Institute at U of T, one of only six awarded in a very competitive application pool. Her successful project is titled Property, Right, or Commons? On the Water Insurgency in Europe. Learn more about this project below, and visit https://www.humanities.utoronto.ca/announce_JHIRF_17-18 t to read about the other fellowship recipients.
Andrea Muehlebach, Department of Anthropology (UTM)
Andrea Muehlebach (Ph.D. University of Chicago, 2007) is Associate Professor of Anthropology. She is the author of The Moral Neoliberal: Welfare and Citizenship in Contemporary Italy (University of Chicago Press) and has published articles in the American Anthropologist, Cultural Anthropology, Public Culture, and Comparative Studies in Society and History. Her current work focuses on water and the new political ethics that are emerging around this highly contested resource in Europe. She is on the Editorial Board of Quaderni di Teoria Sociale and Etnofoor.
Property, Right, or Commons? On the Water Insurgency in Europe
My project is a historical-ethnographic exploration of how water has become a vehicle through which Europeans have not only challenged the privatization, commodification, and financialization of water but also proposed new models for the collective care of this precious resource. Having recently completed twelve months of ethnographic research on water insurgencies in Italy, France, Germany, and Ireland, I will be writing a monograph that investigates how water has become a vehicle for Europeans to pursue designs for a better life, all within a context of a Europe reeling from the effects of austerity and a growing democratic deficit. I hope to make two contributions: First, to show that water has become one of the most effective vehicles through which people are pursuing novel projects in law and democracy-making; and second, to demonstrate that water has become an important vehicle through which people have formulated very diverse popular critiques of privatization, financialization, and austerity. I thus respond to a challenge posed by Ben Orlove and Steve Caton, who recently asked what it means to call water a commodity or a right, especially in contexts where these concepts are “highly contested or do not hold sway.” How then can we look to water as a vehicle for novel forms of political practice and social imagination?
Congratulations to Prof. Heather Miller! Effective January 1, 2017, she will be taking on a new role at UTM as the Vice-Dean of Teaching and Learning. She will serve in that position until June 30, 2018. Prof. Miller is currently the Chair of Anthropology at UTM and we wish her great success in her new administrative appointment! Here’s what the UTM Vice-Principal Academic and Dean had to say about Prof. Miller in the formal announcement:
Heather Miller has an admirable reputation as an outstanding teacher with a strong commitment to undergraduate education and an exemplary record of service within the University, serving on governance bodies, acting as graduate coordinator for the tri-campus graduate department, as well as various other committees. Professor Miller has the capacity to work well with colleagues across the university and insight into both undergraduate and graduate teaching. Her administrative abilities and collegial and consultative approach will serve the university well.
Dr. Bonnie McElhinny has been selected for the June Larkin Award for Pedagogical Development for 2017-18 for her project “Something in the Water: Watershed Pedagogies and Teachings about Water in Toronto”. This award recognizes past achievements, and provides for course release to continue to develop innovative pedagogies, and educational technologies in classroom, community and field settings on these topics for 2017-18.
This award honours Dr. June Larkin, an award-winning teacher recognized for her excellence in teaching, educational leadership and community-university connections. Larkin’s book Sexual Harassment: High School Girls Speak Out is cited on the list of the most important 80 books for 21st Century Girls. She is the founding director of Equity Studies at New College. She has headed up curriculum initiatives that include expanding local and international servicing learning programs, developing writing programs, a global food equity initiative with local groups, and a New Media Project that provides instructors with the training to teach students in the multi-modal arguments new media require. Through her community-based research program, the Gendering Adolescent AIDS Prevention (GAAP) project, Dr. Larkin creates opportunities for students to work with youth, community workers, research and policy makers on youth, sexuality and HIV/AIDS. Dr. Larkin’s overall goal is to produce socially engaged citizens who can apply their academic knowledge to real-life situations for social justice ends.
Excerpt from Dr. McElhinny’s Project Description: “Something in the Water.”
There must be something in the water is used to talk about the emergence of a musical scene, or a social movement. It also marks forms of water contamination. This week, some of the key headlines in the global, national, provincial and local news were about water-related conflicts. There was a massive police crack-down on pipeline protesters, most of them indigenous, at Standing Rock. The Labrador government conceded that the flooding of a dam would be delayed, until Innu and Inuit concerns about the creation of methyl mercury were addressed. The Ontario government agreed to a two-year moratorium on water extraction, in light of massive public protests over Nestle. The City of Toronto hosted a public forum on indigenizing public space in Toronto at OISE, with a key focus on rivers, land features, and Lake Ontario.
What are the best ways for universities to educate students and publics about these issues? In Voices of the Watershed, Lavigne and Gates (2000:212) argue that the most pressing challenge for building a watershed movement for restoration and healing is not more environmental studies, but increasing public understanding of rivers and lakes, enhancing ecological literacy, recruiting and empowering leaders, building citizenship organizations, and linking up water activists so they can work together for a common goal. These goals are those that universities are uniquely positioned to support, as we can learn from community partners facing the same challenges. One strategy that has been developed for such education, within and beyond classrooms, is called place-based education (debates on this term are detailed more fully below)…..Some argue for a place-based approach argues that students learn to think differently through reinhabitation, which requires a series of practices for engaging students outside classrooms (Gruenwald and Smith 2008). However, place-based approaches have been critiqued for failing to take into account indigenous understandings of territory (see e.g. Tuck, McKenzie and McCoy 2014). Some call, therefore, for a feminist, decolonial place-based pedagogy (Somerville 2008, Someville et al 2011) or a land-based pedagogy (Tuck et al 2016)….. With this proposal, I request a half-course release in order to deep and broaden conversations on decolonial place-based pedagogies, with a focus on water, amongst faculty, staff and students and with the many water-based activists in the GTA.
Congratulations to Prof. Gillian Gillison for receiving the 2016 AAS (Australian Anthropological Society) Article Prize in recognition of her article ‘Whatever Happened to the Mother? A New Look at the Old Problem of the Mother’s Brother in Three New Guinea Societies: Gimi, Daribi, and Iatmul’. A panel of three independent anthropologists judged this article to be the best among many strong submissions in terms of theoretical sophistication, ethnographic depth, quality of writing and originality. Prof. Gillison will be awarded the prize at the Anthropocene Transitions AAS Conference December 12-15, 2016 at the University of Sydney.