GOALS: ECV | Salton Sea | Imperial Valley Field Campus 

1. To build and contribute to a social and theoretical understanding of environmental injustice in this setting, learning about the different elements and dynamics that contribute to environmental problems (social, political, economic, biochemical, technological). 

1. To elaborate the EiJ Case Study Framework using annotations and notes collected before and during the Field Campus. 

2. To understand and analyze specific elements (e.g. hazards, stakeholders, community assets, social vulnerabilities, data divergence, media coverage) and dynamics (place characterization, stakeholder power, intersecting injustices), in desert communities. In particular, observe and listen closely to the following elements and dynamics:

1. How do different groups describe particular places and stakeholders  in this setting, especially their relevance to environmental problems?;

2. Community Assets: murals, interfaith groups, community clinics, farmworkers’ organizations, community air monitoring, community science; 

3. Hazards: air pollution, childhood asthma, pesticide pollution, wastewater in mobile home parks, arsenic in water, lithium mining; 

4. Social Vulnerability factors: internet access, linguistic isolation,  systemic racism, powerful landowners, legal aid;

5. Types of injustices: infrastructural, health, linguistic, racial, gender, procedural, epistemic;

3. To activate different stakeholder groups towards environmental justice. 

2. To build university-community relationships and to connect environmental governance and advocacy efforts in urban and rural settings. 

1. To learn what has worked and what has not worked to address issues present in both coastal Southern California and the Inland Deserts, especially around air pollution and AB 617.

2. To understand and develop knowledge-to-action pathways in this setting. 

3. To build and contribute to a curriculum at different settings (formal and informal across K-16, and adult education).

1. To develop at least 10 empirical snapshots of concepts and hazards present in California’s Inland Desert communities.

2. To develop collaborations for environmental governance, advocacy, and education efforts. 

3. To prepare present and future generations of learners, teachers, experts, and advocates for environmental justice, advocacy, and governance.

4. Try to capture of sense of children’s pov/what is accessible to them, what do they see, what is their built environment like? Parks, playgrounds, schools,???