Let’s just say your professional title is Professor of English and American Studies, and you happen to have been elected President of the Association for the Study of Literature and Environment (ASLE-US), and you are invited to deliver the Keynote Address at the International Conference on Ecocultural Ethics: Recent Trends and Future Directions, sponsored by the Department of Humanities and Social Sciences, at the Birla Institute of Technology and Science in Goa, India. Perhaps, in addition to your address, “The Ecological Arts: Humanities, Technology, Science,” you would be invited to be part of a featured conference session on ecological learning with a fisheries biologist, a philosopher of science, a community activist, and an expert on wastewater treatment. And let’s say you also chair a session called “Representations of Land and Animals,” and spend your days on campus meeting with research scholars from universities across India to discuss their work in the environmental humanities. How would you approach your visit?
If your goal in India was to share with your Indian colleagues recent trends and future directions in ecocriticism and the environmental humanities, you might feature your own project, or talk about methodological or theoretical trends. However if your focus was not on intellectual or theoretical discourse then you might zero in on institutions—and the pressing need for us to work together to change them. In fact you might float the title, “The Ecological Arts,” and use the term ecology to bring together the humanities, sciences, and technology. Then you would lay out your key terms and then connect those key terms to a way of thinking about education before sharing your own efforts, and those of ASLE-US colleagues, who are transforming their intellectual work, disciplines and institutions. Hey, you might even conclude that our current intellectual work, our academic disciplines and institutions, struggle to honor this basic point and that we need to work together to transform our work, and the work of our students, as we meet the new challenges of a rapidly changing world.
So that is what I did. I explained to my audience that one of my projects as the current president of ASLE-US has been designing and building a web site to strengthen how our members share resources, collaborate, as well as engage audiences beyond the academy—from community groups and national organizations to journalists. As part of this work, we have reached out to dozens of our members, and have compiled an archive of video, audio and text commentaries that chronicle the histories and activities of ecocriticism and the environmental humanities. The web site includes an archive of member perspectives on ecocriticism and the environmental humanities delivered for academic audiences. Currently the archive includes University of California Los Angeles professor Ursula Heise’s assessment of the environmental humanities in her 2014 “American Comparative Literature Association’s State of the Field Report”; University of Wisconsin professor Rob Nixon’s keynote address at the Utrecht Edward Said Memorial Conference in 2013 that explores convergences between colonial oppression and ecological degradation, the unequal distribution of environmental resources and risks and conditions of environmental injustice; the University of Texas’s Stacy Alaimo’s primer on science studies and the environmental humanities. The archive has an essay by Julianne Lutz Warren, Senior Scholar at the Center for Humans and Nature, on “Generativity,” and a conversation with Iain MacCalman, professor at the Sydney Environment Institute, in Australia, about the necessary transformation of our intellectual work in the humanities and social sciences in the “anthropocene.” These member perspectives, I concluded, are all pointing to the historical and ethical imperative to transform our intellectual work to address the complicated and complex environmental questions we are facing today.