#IrmaSyllabus, #HarveySyllabus, #HurricaneSyllabus

As I watched Hurricanes Harvey and Irma surge through the Gulf of Mexico, I got to thinking about the environmental, historical, political, and academic context for these “megastorms.” We can easily add Sandy, Katrina, Rita, Irene, Andrew, Matthew and various other “natural” catastrophes to this list. This year, in particular, we can expand our view of disasters to include flooding in Southeast Asia which have killed over a thousand people and displaced a million and the fires in Montana that have caused millions of dollars in damage and covered the western U.S. in smoke.

Among the more intriguing developments in recent years has been to put together syllabi that allow the public to explore the complexity of recent events. These syllabi are often generated quickly and produced by collectives of scholars and public intellectuals and have accompanying hashtags. The best known of these being the #StandingRockSyllabus and the #CharlottesvilleSyllabus.

I rarely do this on the blog, but I am wondering what a #HurricaneSyllabus would look like?

My interests are historical rather than climatological or even strictly environmental, and, as a result, I’m interested in the historical circumstances that shaped the impact of these events and their local and global contexts. My instinct would be to divide the syllabus into five weeks:

Week 1: The environmental context for Harvey and Irma.
B. Fields, J. Thomas, and J. Wagner, “Living with Water in the Era of Climate Change: Lessons from the Lafitte Greenway in Post-Katrina New Orleans,Journal of Planning Education and Research 37.3 (2017), 309-321.

Kevin Fox Gotham and Joshua A. Lewis, “Green Tourism and the Ambiguities of Sustainability Discourse: The Case of New Orleans’s Lower Ninth Ward,” International Journal of Social Ecology and Sustainable 6.2 (2015).

R. J. Niven and D.K. Bardsley, “Planned retreat as a management response to coastal risk: a case study from the Fleurieu Peninsula, South Australia,” Regional Environmental Change 13.1 (2013), 193-209.

R.A. Pilke, The Rightful Place of Science: Disasters and Climate Change. Tempe 2014.

Week 2: The geographic context for storms: settlement, economics, race, and history.
Check out some of the material tweeted by Prof. Andrea Roberts at Texas A&M with the hashtag #HarveySyllabus.

Federick C. Cuny, Disasters and Development. New York 1983

Mike Davis, Late Victorian Holocausts: El Niño Famines and the Making of the Third World. London 2017.

Jared Diamond, Collapse: How Societies Chose to Fail or Succeed. New York 2014. 

Daniel A. Farber, James Ming Chen, Robert R.M. Verchick and Lisa Grow Sun, Disaster Law and Policy. 3rd Ed. New York 2015.

Lafcadio Hearn, Chita: A Memory of Last Island. 1889

Week 3: The storm timeline: preparation and first responses.

Week 4: Rebuilding
D. Haeselin, Haunted by Waters: The Future of Memory and the Red River Flood of 1997. Grand Forks 2017.  

Anthony Loewenstein, Disaster Capitalism: Making a Killing Out of Catastrophe. New York 2017. 

Week 5: History and Archaeology of the Storms
M. Bagwell, “After the Storm, Destruction and Reconstruction: The Potential for an Archaeology of Hurricane KatrinaArchaeologies 5 (2009), 280-292. 

M. Bloom, Codex (forthcoming, but preview available here).

S. Lee Dawdy, Patina: A Profane Archaeology. Chicago 2016. 

Hurricane Digital Memory Bank.  

Timothy H. Ives, Kevin A. McBride & Joseph N. Waller, “Surveying Coastal Archaeological Sites Damaged by Hurricane Sandy in Rhode Island, USAThe Journal of Island and Coastal Archaeology (2017), 1-23.

Obviously my syllabus has some massive gaps, but please help me flesh this out in the comments section below or with the Twitter hashtag #HurricaneSyllabus.

5 Comments

  1. I’m thinking you might need a bit more about coastline ecology as a setting, especially for your landlocked students. Something that captures the impact of mangrove destruction, wetland draining, and the associated consequences of those choices. Maybe Beadle, Planning for Coastal Resilience or Watson, Design for Flooding. Not quite what I am thinking but they might do. Part of my point is that what is a disaster for communities is natural for the coastlines.

    Reply

  2. Gretchen Mullendore September 21, 2017 at 8:10 pm

    MetEd is a great resource for modules on learning about weather and climate. For this course on Harvey and Irma (and Maria, and …), I would recommend the “Community Hurricane Preparedness (CHP)” module:
    http://www.meted.ucar.edu/hurrican/chp/index.htm
    You do have to sign up to get access to the resources, but this is only to track use. These resources are mostly funded by national agencies, such as NOAA.
    You can also find more technical modules (e.g., for forecasters) and less technical modules (e.g., a cool module for middle schoolers called “Hurricane Strike!”) on hurricanes at this site. But, it seemed that “CHP” is a great fit for this particular course plan, giving the student the information needed for emergency managers and local officials.

    Reply

  3. Gretchen Mullendore September 22, 2017 at 10:25 am

    Highly recommend this podcast as well:

    NY Times story on “Hurricanes, Humans and Climate Change”. As an atmospheric scientist, I particularly appreciate Dr. Andrew Dessler’s explanation of the links between hurricane strength/damage and climate change from about 8 to 11 minutes.

    Reply

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