SC Ecofeminism Keeps on Rolling

Just a quick update: even though it's been more than a semester since these students created this blog, people continue to come visit.

In the past month, visitors have from nine different states-- as far north as Minnesota and Massachusetts, and as far west as Hawaii.

Pretty good reach for the heart-shaped state from the old south!

~~~

On another note, driving through South Carolina's Lowcountry last weekend on her way to give a workshop in Jacksonville, Cassie Premo Steele noticed several stunning billboards like this:



They are part of the Save the Lowcountry campaign to raise awareness and urge action to stop global climate change. We urge you to click on the link in the title above to visit their website and learn more.

As a state with the right side of its heart smack up against the coast, there's a lot at stake for South Carolina as the seas begin to rise. Please get involved today.

SEWSA Conference on WOMEN & ENVIRONMENTS

SEWSA '09

Southeastern Women's Studies Association Conference
at Appalachian State University, Boone, NC

Thursday - Saturday, April 2-4, 2009

WOMEN AND ENVIRONMENTS:
The Ecology of Feminism and the Feminism of Ecology

INFO & LINKS:

Keynote speakers:
Elisabeth Lloyd
Chris Cuomo
Marilou Awiakta
Beverly Guy-Sheftall

Workshop:
Starhawk

For more information, click on the title above and it will link you to the conference website.

South Carolina Ecofeminism Has Global Impact

Never underestimate the power of a dozen women (and one man!) to make a difference!

In the past week, our blog has been read by more than a hundred people. While most of them are from the United States, we've also had visitors from the following countries:

Portugal
Spain
United Kingdom
Canada
Ireland
France
Romania
Costa Rica
Brazil

Way to go!

Ecopsychology

Ecopsychology

Welcome to the SC Ecofeminism Blog!

Welcome to the SC Ecofeminism Blog! I thought it might be helpful to post the syllabus from the course so readers can have a sense of what we've read and discussed this semester.

WOST 111: Section 003
Women in Culture: Special Section on Ecofeminism
Fall 2008
MWF 9:05-9:55
Green Quad Learning Center 103
Dr. Cassie Premo Steele


Course Description:

In this special section of Women in Culture, we will focus primarily on the work of Native American and Anglo women whose writings explore the relationship between women, nature, and culture. Readings will be drawn from a variety of genres: philosophy, poetry, memoir, fiction, and history, and sometimes these genres will overlap within the readings themselves. But what unites all of the writings is the fundamental premise that the Earth is not an object but a subject, like a person, with a language, desires, philosophy and ethics. Further, for many of the writers we will study, the Earth is (like) a mother.

Format/Teaching Method:

In addition to the usual, regular mix of lecture and discussion in this class, we will also be exploring “eco-pedagogies,” which means that we will be moving outside of the normal format of the classroom environment to spend time outdoors and on field trips, as well as experiencing non-hierarchical learning environments. Every member of the class will be considered a “teacher,” and class activities will be directed toward building community and cooperation between all class members.

Learning objectives and outcomes:

1. Students will complete assigned readings and be able to discuss ideas in class in order to examine ecofeminist principles as a community.
2. Students will be able to compare and contrast different ecofeminist viewpoints
taking an eclectic approach to synthesizing their own ecofeminist practice based on
contemporary feminist literature and theory.
3. Students will engage in outside activities as part of learning a sense of place.
4. Students will keep a journal to record ecological and social explorations in
the local bioregion.
5. Students will undertake a major project that incorporates and explores/extends an ecofeminist topic.
6. Students will respect the differing viewpoints of fellow students.

By the end of this course, you should be able to:
• Identify a sample of ecofeminist authors, their key works, and their philosophical and cultural contexts.
• Define, compare, contrast, justify, and challenge the major writings in ecofeminist thought.
• Engage in meaningful debate about women, the environment, and society.
• Write effective analytical essays about ecofeminism.
• Correctly use literary and philosophical terms.
• Improve critical reading skills and creative engagement with the texts.
• Examine issues of racial, cultural, gender, and sexual identity in ecofeminist theory and practice.

BOOKS:

Marilou Awiakta, Selu: Seeking the Corn Mother’s Wisdom

Carolyn Merchant, Reinventing Eden: The Fate of Nature in Western Culture

Mary Alice Monroe, Time is a River


READINGS IN PACKET:

Rosemarie Putnam Tong, “Ecofeminism” from Feminist Thought

Carolyn Merchant, Reinventing Eden: The Fate of Nature in Western Culture

Joy Harjo and Gloria Bird, editors, Reinventing the Enemy’s Language: Contemporary Native Women’s Writings of North America

Jeannette C. Armstrong, “En’owkin: Decision Making as if Sustainability Mattered” from Ecological Literacy

Alison M. Jaggar, “The Politics of Radical Feminism” from Feminist Politics and Human Nature

Chris Cuomo, “Ethics, Earth and the Secular Sacred” from The Philosopher Queen

Ana Castillo, “Resurrection of the Dreamers” from Massacre of the Dreamers

Donella Meadows, “Dancing with Systems,” from Ecological Literacy

Pamela Michael, “Helping Children Fall in Love with the Earth: Environmental Education and the Arts,” from Ecological Literacy

Vandana Shiva, “Women in Nature” from Staying Alive: Women, Ecology and Development

Marjory Wentworth and Mary Fraser, What the Water Gives Me

___


Grades/ Evaluation

Class Participation (30%)
* Completing reading assignments and sharing insights in class each week.
* Formulating thought-provoking questions that stimulate class discussion.
* Leading discussions and giving Oral Reports as assigned.



Journal (30 %)
* You should bring this journal to class every day; we will be using it for in-class writing assignments, which do not have to be shared with the class.
*Also use this journal to reflect upon your experiences with nature outside of class; this may include detailed field notes, sketches from outdoor field trips, contemporary application of ecofeminist principles, and personal reflections.
*Journals will be collected monthly.

Oral Project (20%)
*An individual or group project, with topic pre-approved by instructor, that presents to the class some aspect of ecofeminism in South Carolina. This is the chance for you to design your own “field trip” to explore, do research, interview people, and find things out about where you live and examine and explore these issues through an ecofeminist lens.

Written Project (20%)
*An individual written project to be turned in at the end of the semester. The writing can be in any genre you choose-- or multi-genre-- and can include other art forms such as photography, drawing, music, etc. This will be turned in as an email attachment, and all projects will be put together for viewing on the web.


F Aug. 22 Introductions
M Aug. 25 Selu, pp. 1-22
W Aug. 27 Selu, pp. 22-39
F Aug. 29 Rosemarie Putnam Tong, “Ecofeminism” from Feminist Thought

M Sept. 1 Labor Day-- No class
W Sept. 3 Selu, pp. 42-65
F Sept. 5 Reinventing Eden, pp. 1-38

M Sept. 8 Paula Gunn Allen in REL, pp. 150-156
W Sept. 10 Readings from REL, pp. 169-189
F Sept. 12 Armstrong, “En’owkin”


M Sept. 15 Alison Jaggar, pp. 106-113
W Sept. 17 Chris Cuomo, “Ethics, Earth and the Secular Sacred”
F Sept. 19 Meet at Arboretum

M Sept. 22 No class, attend Naomi Shihab Nye’s poetry reading Sept. 20th
W Sept. 24 Reinventing Eden, pp. 93-116
F Sept. 26 Selu, pp.84-89

M Sept. 29 Reinventing Eden, pp. 117-143
W Oct. 1 Selu, pp. 92-99
F Oct. 3 Meet at Arboretum

M Oct. 6 Vandana Shiva, “Women in Nature”
W Oct. 8 Ana Castillo, “In the Beginning There Was Eva”

F Oct. 10 Fall Break-- No class

M Oct. 13 Inez Hernandez-Avila, from REL, pp. 235-246
W Oct. 15 Reinventing Eden, pp. 145-165
F Oct. 17 REL, pp. 291-308

M Oct. 20 REL, pp. 448-454
W Oct. 22 Joy Harjo’s poetry -- attend Joy Harjo’s reading on Oct. 23rd
F Oct. 24 Meet at Arboretum

M Oct. 27 Donella Meadows, “Dancing with Systems”
W Oct. 29 Pamela Michael, “Helping Children Fall in Love with the Earth”
F Oct. 31 Selu, pp. 154-166

M Nov. 3 No class-- to make up for Joy Harjo’s reading
W Nov. 5 Reinventing Eden, pp. 187-203
F Nov. 7 Meet at Arboretum

M Nov. 10 Reinventing Eden, pp. 205-243
W Nov. 12 Wentworth and Fraser, What the Water Gives Me
F Nov. 14 Wentworth and Fraser, What the Water Gives Me

M Nov. 17 Mary Alice Monroe, Time Is a River
W Nov. 19 Mary Alice Monroe, Time Is a River
F Nov. 21 Presentations -- Attend events with Mary Alice Monroe, Marjory Wentworth and Mary Edna Fraser in afternoon

M Nov. 24 No class-- to make up for Friday afternoon’s events
W Nov. 26 Thanksgiving Break- No class
F Nov. 28 Thanksgiving Break- No class

M Dec. 1 Presentations
W Dec. 3 Presentations
F Dec. 5 Presentations

M Dec. 8 Written Projects due by email attachment by 5 PM

Presentation Assignments:
This should be a tidbit / taste of what’s happening or needs to happen in
ecofeminism in SC--
and the Written Project can give the full story.
____________________

And now for the full story....

Enjoy!

Art and Ecofeminism in South Carolina by Kristen N. French

Ecofeminist Theme:

Using local resources

This is beneficial to ecofeminism because it contributes to the local economy and decreases pollution that comes from transporting goods across the country and around the world. By buying products in our own backyards, so to speak, we are helping in the sustenance of local artists and workers, many of whom are women, whose incomes may depend on this local commerce.

Also, artists such as Mary A. Jackson, whose vase seen before was made from sweet grass, pine needles, and palmetto, all indigenous to South Carolina and of the low country from where she works, are helping to raise awareness about the ecology of South Carolina. With her beautiful craftsmanship, she is generating respect for the offerings of the South Carolina environment , which are unique from any other place in the world. She is utilizing natural products given to us by the earth, which is an environmentally sound way to create products, whereas buying non-biodegradable products made in factories is contributing to the carbon output into the air. Using local, natural resources instead of buying artificial, man-made substitutes, is decreasing the carbon footprint we as humans leave on the earth and give to the next generation of it’s inhabitants.

Poem by Marjory Wentworth from What the Water Gives Me

River

The river is a woman who is never idle.
Into her feathering water
Fall petals and bones
Of earth’s shred skins.
While all around her edges
Men are carving altars,
The river gathers flotsam,
Branches of time, and clouds
Loosening the robes of their reflections.
Her dress is decoupage-
Yellow clustering leaves,
Ashes, paper, tin, and dung.
Wine dark honey for the world,
Sweet blood of sweeping magma
Pulsing above the carbon starred
Sediment. Striped with settled skulls,
Wing, and leaf spine: the river
Is an open-minded graveyard.

Listen to the music
Of sunlight spreading
Inside her crystal cells.
Magnet, clock, cradle
For the wind, the river holds a cup
Filling with miles of rain.
But when the river sleeps,
Her celestial children
Break the sticks of gravity,
Grab fistfuls of fish
Scented amber clotted with diamonds,
Ferns, and petalling clouds;
Adorn bracelets of woven rain,
Rise with islands of sweet grass
And stars strung to their backs
To wander over the scarred surface
Of the earth, like their mothers
Simply searching for the sea.

Ecofeminist Commentary on the Poem:

Just as every woman has her own unique offerings, so does each environment. South Carolina, the Palmetto State, has natural gifts to give us that cannot be found anywhere else in the country or the world. We should not miss out on our unparalleled access to the rich natural resources that exist all around us which we so often turn a blind eye to in favor of homogenized products shipped from afar that are more expensive yet of lesser real value.

Personal Poem:

The Importance of Weaving
A strand of straw grows tall along the riverside
I run with feet that are bare in the warm summer air
Leaping high to avoid crushing the little sapling
My mother is in the distance hanging laundry out to dry
A breeze meanders by
I breathe in nature
I am five
This is my home
A strand of straw struggles to grow along the riverside
I run with reckless abandonment
Crushing the little fledgling beneath my being
All my energy focused on the future and what lies ahead
My thought is not here in this moment among nature
I look forwards and see the rising coal plants on the horizon
I applaud the progress
I am twenty five
My home is dying
Though I am unaware

Ecofeminist Themes:

Unity With/Segregation From Nature

Life in the 21st century is often defined by its compartmentalization. Things are seen as either entirely masculine or entirely feminine. Those that are designation as masculine are often given more clout, as if they are worthier than those things designated as “naturally feminine.” For instance, technology and progress are both culturally accepted masculine entities, while nature and conservation are seen as feminine. In the modern world, innovation and moving forward have much greater value placed on them than preservation and respect for the past. Also, people tend to segregate themselves from nature and even see it as something that can be avoided entirely. Nature is now seen as something we can control, the earth as something we can dominate, and manipulate to our own advantage, despite the detriment this may cause to that which we are cultivating, to all living things, including us as humans. We can separate ourselves from nature by building cities in which little or no green (land or vegetation or wildlife) is visible. We can fill these cities with skyscrapers, in which we can spend our time at work and at home, where we can see the outdoors without having to deal with the temperamental–ness of the elements. We have meteorologists to predict when it is going to rain, so we can pack an umbrella, when it is going to snow, so we can wear boots. Our goal is as little interaction with nature, and hence at little “inconvenience,” as possible. We are on the inside and nature is on the outside, and we are sheltered from one another. But are we really benefitting from this self-imposed segregation? As seen in Skoglund’s painting, nature is not something that can or should be ignored. With the current climate change caused by global warming, which has been contributed to greatly by the presence and mis-actions of humans, we must remember that every action has a consequence. By partitioning ourselves off from the environment, we are missing out on the array of beautiful and useful resources nature has to offer us, and we are forfeited what should be a natural and prosperous partnership in which we give and take equally with the natural world, both of us benefitting to the same degree from the other’s existence.

Excerpt from Carolyn Merchant’s book, Reinventing Eden; Chapter Two: The Fall From Eden Table 2.1 “Reinventing Eden: Narratives of Western Culture”

Recovery Narrative- a narrative of loss that leads to redemption and follows the cycle of:
1.Origin 2. Loss 3. Recovery
“Women play pivotal roles in [the Recovery Narratives], as cause and/or victims of decline and, along with men, as restorers of a reclaimed planet” (p. 12).

Personal Poem:

Nature Will Find Us

Ignore the trees
Ignore the leaves
Across the world
In your backyard
Ignore the brooks
Ignore the water
Across the world
In your backyard

Ignore the sun
Ignore the weather
Across the world
In your backyard
Pretend that we are alone
On this planet we call earth
Nature will find us
We will pay

Ecofeminist Themes:

Reverence of the Earth

As awesome as the power of nature is, we should not teach our children to fear nature so much as we must teach them to be curious about it, to endeavor to grow close to nature, to respect the earth for all that it is and has to offer us.
We have departed from the ways of people in earlier, simpler times. We no longer raise our children to be accustomed to nature in the effortless s way that children were in the past. Children no longer collect wildflowers to give to their mothers for mother’s day. Today, they drive to the store to buy prearranged bouquets, that, while beautiful, do not contain the same sentiment as those assembled from one’s heart with the interest of the receiver in mind.

We no longer, partly because of modern safety concerns, encourage children to go outside to play, with other children their age, where they can climb trees, roll down hills in the grass, jump in puddles and piles of leaves, collect dandelions and acorns, build forts, snowmen and snow angels, and engage in activities of make believe, developing their creative abilities to be used into the future. Now, children play mostly inside; engrossed in the television set and the latest gaming systems.

When I was growing up, I would spend the occasional weekend at my grandmother’s house, which would consist largely of outdoor activities. We would go to local farmer’s markets for produce, farms for berry picking, and to local parks. Even as we drove, she would point out her favorite trees out the window.
If we want people to take care of the earth for the future, instead of continuing on our current path of destruction, we must remember that the future is in the hands of our children. The easiest way to encourage preservation among the members of the next generation is through education, preferably by hands on experience with nature that will cultivate appreciation and respect between the two.

Poem from Marilou Awiakta’s book, Selu: Seeking the Corn-Mother’s Wisdom; Section I: “TRAILHEAD: Where Path and Stories Begin” (p. 6)

When Earth Becomes an “It”

When the people call Earth “Mother,”
They take with love
And with love give back
So that all may live.
When the people call Earth “it,”
They use her
Consume her strength
Then the people die.
Already the sun is hot
Out of season.
Our Mother’s breast
Is going dry.
She is taking all green
into her heart
And will not turn back
Until we call her
By her name.

Personal Poem:

Flowers for Mother

From the moment I was born
I could hear it in her voice
Her love for me was all around
It was in the food she provided me
The shelter she bequeathed to me
The tender touch that comforted me
When I was in need of it most
And as I grew tall and strong and able
My Mother aged in turn, always giving
As I was always taking from her
Until one day I looked to her and there was nothing left to take
The babbling brooks had all run dry- I was without water
And my thirst had never been greater
The tallest oaks in the forest had fallen – I was without shade
And my need to hide from the sun had never been stronger
The fields that had once been lush with vegetation and had born
Great fruits had all withered and died
And my hunger was raging
I left flowers for my Mother on her grave
And I, with her, the Earth, perished too

Ecofeminist Themes:

Who will assume responsibility to take care of the world?
The Government?
Factory Owners?

Corporations and CEO’s?
Although some of the members of the above entities have made certain strides towards ecological responsibility, the answer to the question of who will assume responsibility to care for the earth is not a simple one. We all, every individual human being on the planet, must join the effort of saving the earth in order for the greatest solution to be found. We each must endeavor to do our part in our own personal ways. This included reusing, renewing, and recycling. Each person can minimize their impact on the environment through relatively simple steps.
A Few Suggestions to Get You Started:
1. Monitor shower time to conserve water/Turn off faucet while brushing teeth
2. Recycle products whenever possible (this includes not only glass, bottles and cans, but also magazines, newspapers, and paper in general)
3. Start a vegetable garden in your backyard
4. Plant a tree (or many)
5. Buy a reusable water bottle to refill from home
6. Turn off lights when you leave the room
7. Donate gently used clothing to good will/salvation army instead of throwing them out
8. Turn off appliances when they are not in use 9. Use CFL bulbs instead- they last longer and use less electricity.

Poem from Marilou Awiakta’s book, Selu: Seeking the Corn-Mother’s Wisdom; Section I: “TRAILHEAD: Where Path and Stories Begin”

If the Hand That Rocks the Cradle Rules the World

If the hand that rocks
The cradle rules the world,
Why does the mother pace
Row on row of white crosses,
Seeking the one that
Stakes her son motionless
In his lidded box?
If the hand that rocks
The cradle rules the world,
Why do mother and daughter
Leave the courtroom
With their freed rapist,
Bowing their heads
Against his gleeful stare?

If the hand that rocks
The cradle rules the world,
Why does the mother
Nurse a famished baby,
Pressing her shriveled nipple
Into a tiny mouth
Too weak to take hold?
If the world wants the hand
That rocks the cradle to rule,
Why does it slam its Council door
On the mother’s wrist,
Watching as she strains
Her other hand toward
A cradle that rocks slower
slower
slower…

Personal Commentary:

*Caring for the earth should be a partnership between all earth’s inhabitants- we as humans have to do our part, and we should share in this responsibility.*

Excerpt from Jeannette C. Armstrong’s “En’owkin: Decision Making as if Sustainability Mattered” from Ecological Literacy:

*“The Four Societies Process” is a Native American decision-making process that “divided the participants into “societies representing the perspectives of vision, tradition/land (or place), relationship, and action” (p. 12).
*“To the Okanagan people…the realization that the total community must be engaged in order to attain sustainability” is essential to their functioning (p. 12).
*Every individual comes from a family that is part of the community, which is part of the land (p. 13).
*“The idea of community…encompassed a complex holistic view of interconnectedness that demands our responsibility to everything we are connected to” (p. 13).
*Members from four groups meet during En’owkin to come to a solution to a community issue. These four groups are as follows:
1. Elders: “land speakers” who have the “responsibility to stand up and ask how the decision is going to impact the land;” they can be young (14-5).
2. Mothers: concerned “about the daily well-being of the family and of relationships within the community;” they “can be men” (15).
3. Fathers: concerned “about the things necessary for security, logistics, and action;” “can be women”(p. 15).
4. Youth: have “tremendous creative energy, as they yearn for change that will bring a better future;” their “responsibility is to apply their…artistic prowess to coming up with innovations, new approaches, and new ways to look at things; they can be old (p. 15).

Personal Poem:

Timeline (How We Treat the Earth)
Born
In awe
Curious
Respectful
Taken for granted
Neglected
Ignored
Destroyed
Dead
Will we heed the warning before it is too late? Will we act with a child’s heart and love the earth, or will we continue to cut her down with the haste of man, until she be is no more…

Ecofeminist Themes:

Conservation vs. Depletion

Conservation:
Pros: we will have the opportunity to learn more about the earth and to reconnect with nature; we will benefit from less pollution/cleaner air, land and water; we will ensure that the earth will be able to prosper and sustain human life into the future, giving the next generations the greatest gift of all- life itself.
Cons: we may have to make sacrifices that will impede with our wish for a life of uninhibited, unobstructed luxury
Depletion:
Pros: immediate gratification- we can maximize our pleasure today by using up all of the earth’s resources in the present and immediate future
Cons: we will eventually strip the earth of all its resources and will leave nothing for the future generations; we may destroy the earth, and the human race in turn, entirely

Excerpt from Marilou Awiakta’s book, Selu: Seeking the Corn-Mother’s Wisdom; Section I: “TRAILHEAD: Where Path and Stories Begin”
SELU AND KANATI
Genesis of Human Balance
“That night, I drew what I’d seen: a white stag leaping at the heart of three orbits…I understood that he embodied the sacred law of taking and giving back with respect, the Sacred Circle of Life” (p. 32).
*The answer to the question of what is to be done about human destruction of the earth is not an easy one, and there may be no right or wrong solution. However, to those who are afraid to of making radical sacrifices in their personal lives, it is important to note that the key here, as it is with many other things, may be moderation. It is not that we cannot have any progress or enjoy any new technologies or luxuries, we just have to remember that we must maintain a balance between industrialization and preservation; as we deplete earth’s resources, we should also look to ways in which we can conserve them and even generate more of certain resources if we are able.

Personal Poem:

Should We Share?

Little chicks are thrown their food while they are in groups
They must rush to compete with the others for their nourishment
And there is often not enough to go around
Like little chicks, humans compete for every resource
Every individual wants food, water, shelter, plenty for himself
But it is not just these essentials that humans continue to crave
Now we want land and space and material goods
We want to buy what cannot be bought
Sell what should have no currency
Barter for control over what we have no right to own
Dominate what we were born to celebrate, to protect
But
Should we share?
Should we use up every resource
Or should we leave the gift of life for the future?
Will we decide this for ourselves
Or will we simply deplete until the choice is made for us
So, the question is,
Should we share?

Ecofeminist Themes:
Ask Yourself these Questions (Think about what your honest answers are…each person’s opinion of each will vary):
*Future development/growth- where are we headed?
*What do we want from the future?
*At what price do we accept new technology and progress?
*How much of the natural world are we willing to sacrifice so that we may live extravagantly outside of our means?
*Are we, in all honesty, willing to make changes as soon as possible to change the course we are headed down?
*What is our legacy?
*Is destruction our destiny, or can we choose to rewrite the ending of the story we are currently writing with our lives?

Excerpt from Carolyn Merchant’s book, Reinventing Eden Chapter Five: Adam as Hero“The Rape of Nature”

“Although Puritans and political leaders of the new nation had used the Genesis 1:28 mandate to justify subduing the earth, the sexual conquest of nature became more explicit as the nineteenth century progressed. Advocates of commercial expansion, manifest destiny, and the domination of nature used aggressive masculine imagery to sanction exploiting the female earth in support of the new economic takeoff. Thomas Morton’s marriage between ‘virgin’ land and industry became the rape of nature” (p. 112).

Personal Poem:

We Took

We took the mountains
And made them into granite countertops
Until there were thunderous peaks no more
We took the forests
And made them into hard wood floors
Until there were expanses of trunks and branches no more
We took the animals
And made them into dinner, into fur coats
Until there was wildlife no more
We took and we took
And we never gave back
Until there was nothing left to take
We turned the world into something
That could be mass produced, manufactured
Until there was nothing left of the world
We made what was green, brown
What was living, dead
Until there was green no more
And then we ran
We fled
Until there was no where left to run
And then
Life as we knew it
Was done

Responsible Consumerism

As a part of the American consumer-driven society, it is the assumption that we will do two things throughout our entire lives: work and shop. It is expected of the average American to work hard, buy things, and subsequently put money back into the market, thus supplying other Americans with jobs through which they themselves are able to make money and consume. Within this Western lifestyle, with its technological advancements and highly specialized societal roles, it is almost impossible to be self-sustaining, making consumption a necessary evil within even the most environmentally-conscious person’s daily life. This leads to an essential ecofeminist question: with the constant consumption of environmental resources, how is it possible to reconcile the ecofeminist role as a partner in the environment with our consumer lifestyle? The answer is seemingly simple, yet complex in its interconnectedness within our daily lives. Within my own experiences, I have found this answer to be the daily application of the principles of responsible consumerism. Responsible consumerism is, in essence, voting with our dollars to produce the social, political, and environmental changes we would like to see. Below are some lessons I have learned throughout the past couple of years that have helped me to reconcile these contradictory lifestyles.

I. Small changes

In the past, I have considered ways to solve problems as either all or nothing. I have learned, though, that rather than having this extreme outlook, it can be more beneficial to address specific aspects of a problem one at a time. It is easy to think about all of the causes of an environmental problem and become overwhelmed with the need to make a huge change, but this often leads to a sense of failure or disappointment. The best approach to responsible consumerism is actually to make a series of small changes to our lifestyles. These changes may seem insignificant initially, but over time they quickly add up. These changes could include:

• packing a lunch at home to avoid having to buy some form of fast food during the day
• bringing your own reusable bag when shopping to avoid further consumption of plastic and paper products
• buying in bulk to cut down on packaging waste
• garden—even a single vegetable plant can produce a big change in consumption

II. Buy local

Farmer’s markets, local restaurants, and local shops.

This is the change that I have found has produced the most immediate and satisfying results. It is an extremely beneficial change to make for the environment because it cuts down on transportation wastes, chemicals, and pesticides. In addition, buying local goods, food and otherwise, is the most effective way to put money and resources back into your local community. The farmers and producers see the direct benefits of their labor, and the local community is improved both socially and economically. Not only is it better for the environment and the community, but it’s better for the consumer- you. Locally grown foods are fresher and taste delicious. Food isn’t the only local product available—art, clothes, blankets, candles, furniture, jewelry, dog treats—all products made and sold locally.

III. Reuse

Garage sales, flea markets, consignment shops, thrift stores, Grandma’s attic—need I say more?

IV. Consider packaging

This aspect of responsible consumerism poses two main questions for me: is it recyclable, and is it biodegradable? Is your shampoo bottle recyclable? Furthermore, is the type of plastic it is made from recyclable in your area? Within South Carolina, to my knowledge, only two types of plastics are recyclable—numbers 1 and 2. Also, is it wrapped in plastic? Many products are wrapped in layers of seemingly unnecessary (and non-recyclable) plastic coverings. Secondly, an important aspect of product packaging, and even the product itself, is biodegradability. During a recent trip to Target, I discovered a line of soaps that are packaged in a biodegradable little box. On this same trip, I encountered a gift card that they advertised could be easily mulched after it was used. With growing consumer awareness of environmental issues, producers are beginning to take into consideration the ‘environmental-friendliness’ of their products, so it has become increasingly easier to find recyclable or biodegradable packaging, as with Proctor and Gamble:

V. Where does it come from?

This is perhaps the most indirect form of responsible consumerism in terms of the environment. In our increasingly global market, more and more consumer goods are made overseas. While it is not the case for every company, many of these overseas factories wreak havoc in their local areas. Yes, these factories create jobs for the local community, but they also create a dependence upon other countries and markets for their success. Factory conditions are often inhumane and highly unsafe and unsanitary, but many are not aware of it because we are so distanced from our products. From an environmental standpoint, the economic and social problems that overseas factories create cause a lessened respect for the earth within the local community. When someone is so busy worrying about how they are going to put food on the table for their children, it becomes difficult to take time to consider (and much less do something about) their impact on the environment. While this awareness may further the promotion of buying local goods, it also introduces the need to be aware of where and how, no matter how far away, our products are produced. One of the most obvious ways to do this is to buy from companies producing within the US. Another important (but more time consuming) resource I’ve discovered is the Responsible Shopper website. They provide profiles for different big-name corporations that have information on factory conditions or news-worthy events.

To conclude, below are some related links and a few really helpful YouTube videos that explain and examine some of these points.

Responsible Shopper Profiles

http://www.coopamerica.org/programs/responsibleshopper/

Columbia Farmer’s Markets

http://www.sc.edu/healthycarolina/farmersmarket.html

http://rosewoodmarket.com/

Fun farms I’ve visited

http://cottlestrawberryfarm.com

http://home.alltel.net/fsugrad67/

SC Agricultural Resource

http://agriculture.sc.gov/

SC Local Food Directories

http://www.attra.ncat.org/attra-pub/localfood_results.php?Class=SC

…and if you speak German

Erin Weeks' World Garden

Of the recurring ecofeminist themes we explored this semester, one of the most resonant for me was the call for a new “counter-narrative” to the Grand Narratives of Western culture—one which incorporates the perspectives and voices of all ethnicities, genders, orientations, classes, and backgrounds. I wanted to illustrate the importance of this with a book, because in the Art of the Book course I took this semester we examined the relationship in bookmaking of form and content.
Codex is what we call the traditional book form—with two covers that are connected by a spine and contain paper with text within. I knew I wanted to create a book with an untraditional, or nonlinear, form, so I chose one that hinges open on both sides of a main, center board. In this manner, no part of the book is given preference or importance over another. Because the book is symmetric, the reader must pay equal attention to each side. I designed the book so that, when folded, its form is more organic than a traditional book, and resembles a sun rising over the crest of rolling hills. When the book is opened (on either side), a long strip of paper folded like an accordion can be folded out. On each of these sheets of paper I have copied two poems: “The Visible World,” by Jorie Graham, and “The Garden,” by Louise Glück. Both are award-winning female American poets, and though their styles are starkly different, I felt both poems speak to the topics we’ve discussed in class. 

Ecotourism in South Carolina

Colleen Meehan

WOST 111

Dr. Premo Steele

8 December 2008

Introduction:

What is ecotourism? According to the International Society of Ecotourism hereby known as (TIES), ecotourism is, “responsible travel to natural areas that conserves the environment and improves the well-being of local people.” Therefore, ecotourism is more than just responsible travel. It requires a combined effort of conservation, local community participation, and of course, sustainable travel.

Ecotourism is a growing alternative form of tourism. It attempts to fuse education, cultural awareness, and historical value into an environmentally sustainable trip. Ecotourism strives to benefit not only the tourist with an incredible vacation, but also to help the conservation effort of our natural resources. Ecotourism strives to aid members of the local community economically and socially. Developing ecotourism will bring along more jobs and revenue for the area as well as a more environmentally-sound outlook on the natural environment. Through the process of uniting the ecotourist with the local community, the area as a whole will become more aware of its environmental state. Local communities will experience benefits by simply protecting their ecosystems and keeping their environment clean.

TIES describes six main principles of ecotourism. They are as followed: to minimize environmental impact, build environmental/cultural awareness and respect, to provide a positive experience for locals and visitors, to provide financial benefits for conservation effort, to provide financial benefits for the local community, and finally, to raise sensitivity to host countries political, environmental, and social climate.

Tourism is the largest business industry in the world’s economy responsible for over 230 million jobs across the globe. Tourism has been and is still expected to grow in the following years, particularly ecotourism. The importance of tourism worldwide is immense. Tourism is a principle export for 83% of developing countries. It is one of the few economic sectors in which many of these developing countries are able to grab a hold onto the growing global economy. Ecotourism is an especially important industry in countries such as Costa Rica which have developed entire industries based on the eco vacationers. Costa Rica has developed one of the world’s greatest ecotourism industries, while maintaining the importance of conservation. Factors that have contributed to Costa Rica’s success in the industry include its great biodiversity, location, safety and stability, strong environmental lobbying, and international support. The country is home to an incredible amount of biodiversity from its rainforests and volcanoes to its beautiful beaches. Ecotourism extends across the globe just as the natural wonders extend across the globe. By traveling abroad on an ecotourism trip one can experience a new environment, in addition to a new culture and history. Many countries, especially in the developing world have made great headway in the ecotourism industry. (TIES 2008)

Ecotourism in SC:

South Carolina has been said to be “ripe” for ecotourism according to journalist Matthew Gregory. In the palmetto state, tourism is our number one industry. From the mountains to the beaches, one of the states greatest resources is the natural environment. The ecotourism activity is endless throughout our state ranging from bird watching, to hiking, to exploring our coastal waterways. The state has an abundance of rivers, lakes, and waterfalls. The fall foliage in the mountains attracts tourists from all over the southeast, and the possibilities for ecotourism activities are endless. One might ask where he or she can engage in such ecotourism activities. South Carolina has a plethora of natural protected areas including the Congaree National Park, a number of state parks, local parks, and an especially abundant amount of tourism activity located on our coast.

The following are a few examples of ecotourism activities that one may partake in the state:

Hiking the Palmetto Trail: The Palmetto Conservation Foundation is a nonprofit organization founded in 1989 by conservationists. In 1994 the state began working on a new project, the Palmetto Trail. The mission? “More than 425 miles of hiking and bicycle paths besides lakes, across mountain ridges, through forests, into towns big and small.” Spanning from the mountains to the ocean, the Palmetto Trail is one of only 16 cross state trails in the nation. The trail is available for one day or multi day use. Want an idea for a great ecotourism package? Hike the entire Palmetto Trail. One will travel through many different ecosystems and even 2 Revolutionary War Battlefields along the way. Another idea is to only hike one of its “passages,” a piece of the Palmetto Trail. Overall, the trails display the states rich biodiversity and ecosystems, as well as insight to its historical and cultural value. (Palmetto Conservation)

http://www.palmettoconservation.org/maps.asp

Camping at the Congaree National Park: The Congaree National Park, located just outside of the capital, is the states’ only National Park and holds immense intrinsic value. Open 364 days a year (only closed on Christmas Day) the park is easily assessable for all. The largest and oldest remaining old growth floodplain forest that exists on the continent can be found at the Congaree Park. The park is home to a 2.4 mile boardwalk loop trail popular among tourists and locals alike. In addition, there are over 20 miles of backcountry hiking available and also a river ideal for canoeing, kayaking, or fishing. The park offers canoe and kayaking tours led by experienced river guides and can even provide you with a boat. Fishing is allowed in the park with a valid SC fishing license. Camping is permitted all year long with several different locations available, such as backcountry campsites. The park also offers a number of educational experiences such as “Tree Talk” and “Nature Discovery” both guided walks led by park rangers.

http://www.nps.gov/ser/customcf/apps/pgallery/photo.cfm?pid=1520&aid=214&gid=214

“Owl Prowls” are another example. This is a popular night walk guided by a ranger and allows visitors to have a unique experience viewing an interesting assortment of native creatures in the area. So whether your interests are vested in bird watching or canoeing down a river, or simply spending a weekend around a campfire, the Congaree has more than enough to offer for an eco-trip. Just remember to practice leave no trace principles! (National Park Service)

http://www.nps.gov/cong/planyourvisit/upload/CONG%20Boundary%20Expansion_sm.pdf

Kayaking down the Three Rivers Greenway: Right here in Columbia one can take part in an ecotourism trip down the river. For only fifteen dollars one can rent a kayak and take part in a two and a half hour guided tour down the river, ending at the Riverfront Park in Columbia. It is a great way to experience the natural beauty of the city as well as a great way to learn some history of Columbia, one of the oldest planned cities in the entire nation. From personal experience, this is a great way to enjoy the outdoors without having to travel far. When you are on the river you get engulfed in the natural beauty and forget that you are in the capital city.

http://www.riveralliance.org/

How does ecofeminism fit into ecotourism?

Ecofeminism and ecotourism are two extremely compatible, ever changing concepts. Dating back thousands of years there has been evidence of women’s unbounded relationship with nature. We see Mother Earth as our provider, our home, our protector. She gives to us and we take from her, without her there would be no life. Today in a society consisting of technology and material goods there is a need for women especially to get back in touch with their natural environments. Luckily there are programs that do such a thing. For example, Adventure Carolina, an outdoor gear and supply outlet located in Cayce, SC, offers trips just for women. There are a number of different activities designated for women only groups including kayaking, hiking, and even weekend get aways.

Mary Alice Monroe’s, The Beach House:

Inspiration for this project stemmed after reading Mary Alice Monroe’s The Beach House. A conservationists and native to South Carolina she tells the story of a mother daughter struggling to rekindle a relationship, and that inseparable, crucial bond among women. The mother/daughter team struggles to save the sea turtle hatchlings on the beaches of SC that are being destroyed by the rapid increase in development and population on the nation’s coastlines. The Turtle Ladies, as they are called, work together night and day to help save one of the Earths oldest creatures. The novel helps one see the relationship between environmental degradation and the status of women. Women find a way to make control over chaos, even in the middle of a deteriorating environment, then again, “it’s nature” (Monroe 247).

Resources:

www.discoversouthcarolina.com

www.adventurecarolina.com

www.nature.org/aboutus/travel/ecotourism/travel/

http://south-carolina.uscity.net/Eco_Tourism/

www.coastalexpeditions.com

www.americaoutdoors.org

Works Cited:

Fox, Karen M. “Negotiating in a world of change: ecofeminist guideposts for leisure scholarship.” Journal of Leisure Research, Vol. 26, 1994.

Monroe, Mary Alice. The Beach House. Mira Books. U.S.A., 2002.

National Park Service, U.S. Department of the Interior. Congaree National Park. http://www.nps.gov/cong/photosmultimedia/index.htm?eid=142603&root_aId=214#e_142603. 8 December 2008

Palmetto Conservation Foundation. http://www.palmettoconservation.org/maps.asp. 8 December 2008.

"Take Nothing but Pictures, Leave Nothing but Footprints and Waste Nothing but Time." The Pros and Cons of Ecotourism in Costa Rica.

http://www.american.edu/TED/costa-rica-tourism.htm. 8 December 2008.

The International Society of Ecotourism. http://www.ecotourism.org/webmodules/webarticlesnet/templates/eco_template.aspx?articleid=95&zoneid=2. 8 December 2008.

The River Alliance. http://www.riveralliance.org/. 8 December 2008.

Ecofeminism within South Carolina through The Congaree Tribe and Mary Musgrove "Queen of the Creeks"

When I first started this Ecofeminism class, I was not really sure what it was about or how it would really connect with my own life. However, after this semester I know I was completely wrong and learned so much about the environment around me and the women who have made great strides to change it for the better. When first thinking about my own definition ecofeminism I would say a desire and a passion in women to rely on nature and to preserve it as we would our physical home. As I was thinking about what I should do as my final project in this class my mind automatically, being a history major, went to Native Americans because of how they had to rely on nature and the environment around them in order to survive. After doing research, I came to the realization that these Native American women had to take the role of a provider, teacher, mother, and wife. They had to prepare food, educate their children, and provide medicine and transportation, and so much more.

I decided to put myself in their shoes. Living in Columbia, I wanted to find a tribe to research that was close by to my new home. I have only been living in Columbia, South Carolina for about 5 months, originally from Georgia. Therefore, right here running through Columbia is the Congaree River and about twenty minutes away is Congaree National Park so, I decided to do some research on the Congaree Indian Tribe. Before I did any research, I took a 6 mile hike along the river trying to experience being there where once these Native People lived off this river. At the national park, I camped out for a night trying to personally experience what it would be like to live in the outdoors and be completely vulnerable to Nature. This was an eye-opening experience for me.

Furthermore, after this experience I started my research of the Congaree Indian tribe. Looking at the populations, in 1600 the tribe had 800 native people and by 1715 they were down to 40. Twenty-two of these were men. Epidemics severely reduced the Congaree population during the 1600’s and also, during 1715 the Congaree’s fought against the colonists in the Yemassee War. In 1716, the colonists captured and enslaved over half the population. The current present day status of the tribe is extinct. They were a small tribe and if you looked at a map of 1715, the village of Congaree would be placed on the south bank river of the Congaree. I found out that they were a friendly people, handsome and well built, the women being especially beautiful compared with other tribes.

Continuing in my research, I was looking for a specific woman that I could focus my project on in the Congaree tribe. However, since they were a small tribe I could not find anything specific enough within that one tribe. On the other hand, I came upon a woman who I found to be very interesting and that related to my own life very closely. So, my project took a small turn in focus, to the Queen of the Creeks.

Mary Musgrove, Queen of the Creeks, was born sometime around 1700 in Northern Georgia. Her father was an English trader from South Carolina and her mother was a Creek Indian of royal blood. She was a niece of the emperor of the Creek Nation. Mary spent the first ten years of her life among the Creek people and especially her mother where she learned the ways of the Creek and their language. Despite her father’s heritage, she was considered a full member of Creek society. In this matrilineal society children took their mother’s clan identity. Mary was brought to South Carolina in 1710 in order to live with the English. She became a critical person in the colonial settlement of Georgia because of her double allegiance with the Creeks and also the English. She later would fall in love with John Musgrove. She met John by being peace maker between the Creeks and English Settlers. Both John and Mary worked together to build a trading enterprise in the territory of Georgia. Mary’s knowledge of the Creek ways, traditions, and language was the most important assist of their triumph. Later in her life, Mary was act as a negotiator for General James Oglethorpe in order to secure the peace between the Creeks and the English settlers for land and trade. Mary Musgrove became known as the Queen of the Creek Nation.

I really enjoyed this class and this project. I liked getting out into nature in order to experience first hand where the past Natives had been and what they might have been through. The Congaree were very interesting to learn about because it is where I am now in my life and then Mary Musgrove tied where I am from, Georgia, and where I am now, South Carolina, into my project. My eyes have been opened to Ecofeminism and what it really means to me personally. My home, our earth, means so much more to me now after this class. Now as a woman concerned about mother nature I will now take the measures that I did not prior this class in order to preserve it.

A Look at the Carlisle Indian Boarding School

Richard Henry Pratt is the founder of the Carlisle Indian Boarding School. Pratt spent eight years in an Indian Territory as an Officer of the 10th Calvary commanding a unit of African American and Indian Scouts. Pratt encountered three different people and decided to free the enslaved soldiers. In April of 1875, seventy-two warriors from the Cheyenne, Kiowa, Comanche, and Caddo nations were rounded up for exile in St. Augustine, Florida. They were then held hostage in exchange for good behavior of their other relatives. Shortly after, they were transported to Ft. Marion Prison were Pratt removed their chains, cut their hair, and gave them military uniforms. They were responsible for cleaning their shoes and their clothes and polishing their buttons. Local women from the town they were in wondered what they were doing so they volunteered to exchange reading lessons for archery lessons. These Indians were soon allowed to leave the fort without a chaperone and some even found employment.
In 1879, Pratt had the permission of Carl Shurz, the Secretary of the Interior, and the Secretary of War Department to use the deserted military base as the site of his school. In September 1879, Pratt and his mother, a former teacher, went to Dakota Territory to recruit students. Pratt recruited 36 students from each reservation in Dakota. At first, most of the parents were reluctant to send their children to a place that had violated their beliefs and trespassed on their land. The first parent he went to was Spotted Tail who was totally against sending their children at first. Pratt never gave up and used the argument that the white men would never go away and that he needed to “be able to meet him face to face and take care of themselves and their property without the help of either and interpreter or an Indian Agent”. Spotted Tail then discussed this matter with his tribal headmen and decided that it would be okay to let his children go with Pratt to this school.

Back at school, the teachers were impatiently waiting on their future students to return. The staff had been carefully hired by Pratt and was ready to begin teaching as soon as the children arrived. The school life of these children was modeled after military life. They were given uniforms to wear and certain guidelines of what was appropriate to wear and what was not appropriate to wear. The children marched from class to class, and no one was allowed to speak their native language. The rules were strictly enforced and the discipline was harsh. The children had regular drill practice and were ranked. The students formed a type of court system and was allowed to determine the punishment if the rules were broken. The worst punishment was to be confined to a guardhouse. As of today, the guardhouse that was built during the Revolutionary War still exists. Below is one of the first letters written by a student in the boarding school to his father: "A HAPPY LITTLE CADDO BOY WHO CAME LAST MONTH, WRITES HIS FIRST LETTER HOME. My Dear Father: - I thought I would write you a few lines and I like the place very much and there was one Negro boy got killed on the railroad and we have a very nice farm and cold water to drink and would send my Bow and arrows and how is my little pony getting along I would like to know how are you getting and would please send me some money and we have a great many boy and is great many girls and the boys have a small house I wish they play the band and I have a bed to myself. And I am coming home in two years from now if Capt. Pratt will let me and how are you getting along with the big house and will you tell me in your letter when you write and we got at Carlisle on Thursday and when we got here I did not like the place but since I have being here two or three days I have got used to the place and I like it very well but when we got I felt very home sick and be sure and send my bow and some spike arrows. And we go to church every Sunday. And I have a blue suit to where and there was one Shyenne boy shot himself with a pistol and how is Mrs.Cornet folks getting along Mr. and Mrs. Blankshiy folks getting and the boys have a nice green lawn in which play Kicking a football and how are you getting along with your stock."

Music and Art classes were also taught at this boarding school. According to Standing Bears Book, My People, The Sioux, when the first students were given paper and pencil, they started to draw pictographic images of how their lives used to be before they enrolled in the school. The children also had music class just like any other school in this country. Soon after they hired a band leader, the band started traveling with the football team and had regular entertainments at their school. In 1900, Pratt asked his faculty to compare their students to non Indian students that they had taught before. Below are some of the teachers remarks: "...they have been systematically taught self-repression. They are also close observers and render nature with truth; Miss S. commends the Indian's 'true eye', also regards them as 'more patient and painstaking than white children.' She was struck at first with the marked stillness, the 'reposeful feeling' in a room full of Indian pupils. In the natural sciences, and in civil government - a favorite study - they are more at home. Miss W., teacher of the Juniors, declares that her pupils show superior ability in solving for themselves problems in physics and physical geography. She thinks that, 'with sufficient training, some will be found to have special gifts for original research.' Discipline is universally admitted to be easier than in white schools. This may be explained partially by the fact that here the children are under continuous discipline, from which there is no appeal. The problems quite different in a reservation day school. The easier control was attributed by some, however, to the Indians' 'patience' and 'lack of nervous irritability,' while others thought 'they are more in earnest than the average white child - they really want to learn.' It was Prof. B's opinion that while we found here many unevenly developed characters and strong idiosyncrasies, owing to a lack of systematic home training, yet 'he had seen more genuine beauty of character among these Indian children than among any others he had ever known'. 'They seem', he said, 'to be remarkable keen judges of human nature. I believe that we have lost some things by civilization - among them this native unconscious keenness. I do not suppose they formulate it to themselves at all, but instinctively, as it were, these children seem to size you up with wonderful quickness and accuracy'. 'If they possess one quality', he added, 'that is all but universal, among them and in which they are our superiors, it is that of personal dignity'”.

Pratt was inspired to build this school by the thought of the Indian man becoming equal to the white man. The whole mission of the Carlisle School was to help the Indian people become better educated and to become almost if not equal to the white man. The Carlisle’s mission statement was “Kill THIS Indian, as we build up the better man." Out of the 10,000 students enrolled in the Carlisle school over a span of 39 years, almost all of them returned to the reservation. The Indian School kept growing and growing as more children were recruited. The first year of the school had 82 students enrolled, and grew to nearly 1000 students per year.
Works Cited
http://home.epix.net/~landis/histry.html

My Thoughts
When I first signed up for this class, I had to idea of what to expect. I have never really been a “nature” person and have never thought about nature in the way that I do now after taking this class. I liked this class because it was more a discussion class than a class where you just take notes. I learned so much from hearing the thoughts and opinions of my peers. When I first heard the term ecofeminism, I just thought that it would be women who like to recycle and take care of nature. After taking this class, the word ecofeminism has much more meaning to me. I loved all of the times at the arbetorium, which is where our class would go and just be outside with nature. Now that I have almost completed this class, I think that I am a totally different person and look at nature in a totally different perspective. Nature is much more that just something that provides us with the necessities of life. I think of nature as something that we need to give back to because we can only take so much before nature eventually will have nothing more to give.

Breast Cancer and the Environment