IR 735 GLOBAL ENVIRONMENTAL POLICY Spring 2009 GLOBAL ENVIRONMENTAL POLICY Spring 2009 Kathleen McAfee Thursdays 7:00 – 9:45 PM HSS 152 This graduate seminar examines the theories, unstated assumptions, and policy controversies of the major schools of global environmentalism. It draws upon on ‘mainstream’ and ‘critical’ literature from political economy, international relations, geography, environmental and ecological economics, and political ecology. The readings are by scholars, environmental policy professionals, nongovernmental think tanks, and international advocacy groups. We first look at differing approaches to valuing nature and at contrasting theories about the relationship between environmental problems and economic growth. We discuss the roles of global environmental institutions and treaties, governments, and non-state actors. We consider strategies such as protected areas, biodiversity prospecting, markets in ‘permits to pollute’, payments for environmental services (PES), and their implications for international development and environmental justice. Climate policy is the most urgent and internationally disputed environmental challenge. The Global Climate Summit, scheduled for December 2009 in Copenhagen, aims for an agreement to slow global warming to succeed the Kyoto Protocol, scheduled to expire in 2012. It will be a focus of major multilateral, government, and NGO activity in 2009. We’ll examine Kyoto II controversies and contrasting policy proposals. Scientific or technical expertise is not a requirement for understanding these readings, but students will be expected to grasp the basics of climate-change science and the economic and policy concepts that frame these debates. Requirements: 50–150 pages weekly reading for 10 weeks, eight 400-500-word written commentaries on the readings, about three 10-min., class presentations on the reading, active participation in discussions, and a 3000-4000 word, well-researched book report or literature review. During the last three classes, students will present the highlights of their draft reports and receive feedback from the instructor and fellow students. Although each session will include some lecturing by the instructor, much of what you gain will be learned from your fellow students in class and from your own efforts in interpreting and contrasting the assigned reading. Please be sure you are prepared to take on this responsibility. Participation is important to your grade. I will work with people who are shy about speaking up to improve your participation. Highly qualified undergraduates may be admitted only with the instructor’s permission. THIS SYLLABUS IS A DRAFT: WE MAY MAKE CHANGES, BUT NOT MAJOR ONES. TEXTS REQUIRED FOR PURCHASE: Clapp, Jennifer and Peter Dauvergne (2005) Paths to a Green World: The Political Economy of the Global Environment MIT Press ISBN: 0 2620532719 ±$22 new Foster, John Bellamy (1999) The Vulnerable Planet: A Short Economic History of the Environment Monthly Review Press; 2 edition ISBN: 158367019X ±$15 new Matthew Patterson (2001) Understanding Global Environmental Politics: Domination, Accumulation, Resistance Palgrave ISBN 978-0333968550 $37 new (or less if ordered on-line, used) John Vandermeer & Ivette Perfecto (2005) Breakfast of Biodiversity 2nd ed: Food First (Oakland) 9780935028966 ±$17 new Vandana Shiva (2005) Earth Democracy: Justice, Sustainability, & Peace South End Press 9780896087453 $11-16 new RECOMMENDED TEXTS: Chasek, Pamela S., Janet Welsh Brown, David L. Downie (2006) Global Environmental Politics Westview Press; 4th edition ISBN-13: 978-0813343327 ±$28 new ADDITIONAL READINGS MAY BE POSTED ON iLEARN OR MADE AVAILABLE FOR PHOTOCOPYING Readings indicated with letters will be assigned to students who will start discussions by giving a brief critical synopsis & raising two or three question for the class to discuss. Volunteer for the ones that interest you most. letters will be assigned to students who will start discussions by giving a brief critical synopsis & raising two or three question for the class to discuss. Volunteer for the ones that interest you most. 1. Jan 29 Introductions, course planning Overview by instructor: global environmentalism and the plan of this course Introductions, discussion of each of our learning and teaching objectives Logistics & using iLearn in this course READ BEFORE CLASS: Clapp & Dauvergne Ch 1 Peril or Prosperity? Mapping Worldviews of Global Environmental Change pp 1-17 (A scanned version of this chapter only of this required text is posted on iLearn, minus footnotes. If you have the text, read the useful mini-biographies in the footnotes.) View & discuss the content & context of DVDs: An Inconvenient Truth & The Carbon Connection RECOMMENDED: C&D Ch 8 Paths to a Green World: Four Visions for a Healthy Global Environment pp 221-243 2. Feb 5 Environmental history; Ecological dimensions of industrialization & globalization a) C&D Ch 2 The Ecological Consequences of Globalization pp 19-43 b & c) John Bellamy Foster (1999) The Vulnerable Planet 2nd Edition: Monthly Review Press 142pp 3. Feb 12 Contrasting theories & world views I: market-liberal & institutionalist views a) Harris, J. M. & A.-M. Codur (2004) Microeconomics and the Environment pp 3-16 b) A free-market liberal perspective: Terry Anderson & Donald Leal (1992) ‘Free market versus political environmentalism’ Harvard Journal of Law and Public Policy 15(2) 297–311. c) An institutionalist perspective: Michael Jacobs (1997) ‘Sustainability and Markets: On the Neoclassical Model of Environmental Economics’ New Political Economy, Vol. 2, Issue 3. ±16 pp RECOMMENDED: Costanza et al. (1997) ‘The Value of the World’s Ecosystem Services & Natural Capital’ Nature v387 May 15. 4. Feb 19 Global environmental discourses & institutions; Biodiversity: Forests, genes, & controversies over conservation in the global South a) C&D Ch 3 The Globalization of Environmentalism pp 45-82 b) Millennium Ecosystem Assessment Ecosystems & Human Well-being: Synthesis Preface & Summary for Decision Makers pp v -24 http://www.maweb.org//en/Products.Synthesis.aspx c) McAfee, Kathleen 1999 ‘Selling Nature To Save It? Biodiversity and Green Developmentalism’ Environment and Planning D: Society and Space 17:2: 133-154. http://www.kmcafee.com d) Vandana Shiva (2005) Earth Democracy Ch 2 Living Economies pp 14-72 RECOMMENDED: Paul Wapner (1996) Environmental Activism & World Civic Politics Ch 1 Introduction p 1-16, Ch 2 & The State & Environmental Challenges p 17-40, & Ch 6 Conclusion p 17-40 SUNY Press. PetC m 5. Feb 26 Population, resources, & the construction of environmental scarcity a) Garett Hardin ‘Tragedy of the commons’ in Daly, H and Townsend KN (eds) 1993 Valuing the Earth: Economics, Ecology, Ethics. Science 16: 1243-1248. This is easy to find on the internet, for example at http://www.garretthardinsociety.org/articles/art_tragedy_of_the_commons.html b & c) David Harvey 1996 Justice, Nature, and the Geography of Difference Blackwell Ch 6 pp 139-149, Ch 7 pp 150-175, Ch 13 pp 366-391 David Harvey 1996 Justice, Nature, and the Geography of Difference Blackwell Ch 6 pp 139-149, Ch 7 pp 150-175, Ch 13 pp 366-391 MAR 5 NO CLASS MEETING -CHOOSE & READ BOOK FOR REVIEW 6. Mar 12 Contrasting theories & world views II: eco-centric & ecological limits perspectives View DVD and discuss in class Ecological Footprint a) Harris, Jonathan M. & Anne-Marie Codur (2004) Macroeconomics and the Environment pp 3-27 b) Herman Daly (2005) Economics in a Full World Scientific American September pp 100-107 http://www.publicpolicy.umd.edu/faculty/daly/Dalypapers.html c) Alan Drengson Deep Ecology Movement; Arne Naess & George Sessions Deep Ecology Platform http://www.deepecology.org/deepmovement.html 7. Mar 19 Economic growth: problem or solution – and for whom? a) C&D Ch 4 Economic Growth in a World of Wealth & Poverty pp 83-117 c) Andrew Simms (2005) Ecological Debt: The Health of the Planet & the Wealth of Nations Pluto. Ch 5 Ecological debt & Ch 6 Carbon Debt pp 70-109 c & d) John Vandermeer & Ivette Perfecto (2005) Breakfast of Biodiversity 2nd ed: Ch.1, 4, 5, 7, 8, 9, 10 SPRING BREAK WEEK 8. Apr 2 International trade, investment, finance & the environment a) C&D Ch 5 ‘Global Trade & the Environment’ pp 119-155 b) C&D Ch 6 ‘Global Investment & the Environment’ pp 157-188 c) C&D Ch 7 Global Financing & the Environment pp 189-220 RECOMMENDED: Michael Goldman (2005) ‘Eco-governmentality and the making of an environmental state’ pp 181-219 Imperial Nature: The World Bank & Struggles for Social Justice in the Age of Globalization Yale Univ. Press. 9. Apr 9 Are IR theory & concepts adequate for addressing global environmental politics? a) & b) Matthew Patterson (2001) Understanding Global Environmental Politics Introduction & Chapters 1 & 2; Conclusion pp 1-65 & 141-161 (everybody reads at least this much) c) Ch 5 Car trouble pp 95-117 (presenter reads; optional for others) d) Ch 6 Fast food, consumer culture, & ecology pp 118-140 (presenter reads; optional for others) BOOK REVIEW OUTLINES DUE 10. Apr 16 Payment for Environmental Services (PES) as a conservation strategy Powerpoint talk: K McAfee ‘Are Markets in Green Goods & Services the Key to Sustainability?’ a) Stefano Pagiola & Gunars Platais (2002) ‘Payments for environmental services’ Environment Strategy Paper #3 World Bank Environment Department: Washington. 4 pP http://siteresources.worldbank.org/INTEEI/Resources/EnvStrategyNote32002.pdf b) Morgan Robertson (2009) Five Hidden Challenges to Ecosystem Markets http://ecosystemmarketplace.com/pages/article.opinion.php?component_id=6415&component_version_id=9661&language_id=12 c) First, look at http://www.ecosystemmarketplace.com/ to familiarize yourself with the general idea of markets in ecosystem services and who’s involved in them. x) Then go to Community Forum/ eNewsletters. Browse some issues from the past few years Then go to Community Forum/ eNewsletters. Browse some issues from the past few years http://ecosystemmarketplace.com/pages/static/signup.php Read 3-4 short case studies of specific PES projects described in the Community Forum. In your posted comments, make any observations you choose and list the issues that stand out for you from the case studies. 11. Apr 23 Climate change, Kyoto Protocol, carbon markets; greenhouse development rights x) Familiarize yourselves with the background of the UN Framework Convention on Climate Change: http://unfccc.int/essential_background/items/2877.php You may want to look again at http://ecosystemmarketplace.com/pages/static/signup.php but this time check some of the V-Carbon newsletters or other articles on C markets, World Bank Climate Investment Funds, REDD, etc. a) Carbon Trade Watch Hoodwinked in the Hothouse: the G8, Climate Change & Free-Market Environmentalism Transnational Institute Briefing No 2005/3 53 pp http://www.carbontradewatch.org/pubs/hothousecolour.pdf b) EcoEquity & Christian Aid (2006) Greenhouse Development Rights: Taking Climate Protection Seriously While Preserving the Right to Human Development 10 pp http://www.ecoequity.org/GDRs/GDRs_Nairobi.pdf c) Recent material on the state of climate negotiations TBA 12. Apr 30 Student reports and discussion 13. May 7 Student reports and discussion 14. May 14 Student reports and discussion May 22 FINAL BOOK REVIEWS DUE GRADING Class participation prepared class presentations & written responses to the readings: 20% attendance, oral responses to other students’ presentations & participation in class discussions: 20% In-class presentation of draft report: 20% Final paper: 40% HOW THIS SEMINAR WORKS Most learning happens through the readings and our critical analyses of them. Readings that are not inthe texts or easily found via the internet will be posted on the course iLearn page. I will do somelecturing most weeks to introduce new themes, situate the readings in the context of environmentalstudies, political economy, and other academic fields, and occasionally share my experiences as aninternational development and environment policy professional. There is a final report but no exams. You need to set plenty of reading time aside in advance of ourmeetings. If you don’t have background in political economy or environmental issues, or even if youdo, you may need to read some material more than once. Each student writes a 400-500-word commentary on the readings (about 1 single-spaced page) andposts it on the iLearn course page, if possible on the night before the day the class will meet. Post your commentary in a separate iLearn forum for each week. You can easily read each others’ contributions after you’ve posted your own and before class. Most people find this very helpful. (I assume each of you may miss one week’s commentary &/or class due to illness or emergency.) Students take turns presenting the materials for discussion. Usually a student introduces one article inany session, so by end of term you will have done this about 3 times. We won’t know exactly how 4 many presentations each student will do until we know how many are in the seminar, but look at the syllabus in advance to note readings you’re especially interested in. ook at the syllabus in advance to note readings you’re especially interested in. You should present a very succinct, 5-7 minute critical analysis and pose a few questions for ourdiscussion. Keeping your presentation with the time limit is crucial so we have time for discussion. It is more difficult to present a short, sharp analysis than to give a long rambling summary. Learning to do this well is important. A good presentation will note (very briefly) who the author is (background, employment), summarize her/his main points and line of reasoning, mention unstated assumptions, strengths &/or weaknesses, (such as evidence or lack thereof for his/her argument), then note how the authors’ argument confirmsor contrasts with other readings, theories, or cases and its relevance to the broader course themes. To strengthen you presentation, I suggest that you prepare a hand-out for all of us. You may post thisin addition to or in lieu on you commentary for that week, but don’t neglect the other readings. Limit your handout to one written page only, or two if you need more space for diagrams or charts. The main written product of the seminar will be the book report. Each participant chooses one book, most likely a recent book about or directly germane to international environmental policy. I willprovide a list of recommended books, but you may choose another book if you clear it with me. I willconsider accepting a literature review covering a related set of articles if you present me with a well- conceived topic and a few of the articles you would like to review. I’ll offer my own suggestions. The sooner you select your book and start reading, the better. Develop your critical analysis of thebook by applying what you are learning from seminar readings and discussion and from your own, additional chosen reading and research. Each student will present draft version of your book report tothe class in one of the last 3 seminars, then polish the paper based on feedback from the group, andsubmit it (electronically to me) as a final paper of 3000-4000 words including a list of references. Students with disabilities who need reasonable accommodations are encouraged to contact the instructor. The Disability Programs and Resource Center (DPRC) is available to facilitate the reasonable accommodations process. The DPRC is located in the Student Service Building and can be reached by telephone (voice/TTY 415-338-2472) or by email (dprc@sfsu.edu) Plagiarism does sometimes happen at SFSU, even among graduate students. It is very likely to be discovered and will result at least in failure of the assignment and possibly failure of the class orexpulsion from the university. To review what constitutes plagiarism, seehttp://online.sfsu.edu/~rone/StudentHelp/Plagiarism.html & http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml. I will meet with each student individually, at your request, during office hours or by appointment togive some feedback on your class contributions, help you frame the issues question for your report, suggest additional sources of critique and materials for comparison if I can, or discuss any issuesabout the substance and/or the process of the seminar that you wish to raise. 5