Aaron Phillips | University of Utah (original) (raw)
Papers by Aaron Phillips
Velma Bronn Johnston, also known as “Wild Horse Annie,” advocated for the protection of wild hors... more Velma Bronn Johnston, also known as “Wild Horse Annie,” advocated for the protection of wild horses from 1950 until her death in 1977. Her grassroots efforts culminated in federal legislation, making her an important early female figure in the history of environmental advocacy. This article analyzes newspaper and magazine articles about Johnston’s advocacy to consider how Johnston was framed in terms of myth and memory, cementing her association with the highly symbolic animal she fought to protect and with powerful mythological tropes of the American West.
Decisions about iconic species such as the wolf provide a key index of human–nature relations. Th... more Decisions about iconic species such as the wolf provide a key index of human–nature relations. The gray wolf’s reintroduction in the USA has been controversial, particularly at the interface of state versus federal management. This essay analyzes discourse surrounding this controversy, focusing on how wolves are characterized as ecological and social actors in official correspondence and management plans. I interpret this textual evidence by drawing from social theory regarding sovereignty, discipline, and population, including studies on bordering practices imposed on humans. As with humans, bordering practices in the case of the wolf may illuminate how political forces impose physical and discursive limits upon mobile bodies motivated to move across political borders by powerful exigencies of need. The essay seeks to amplify understand- ing about how regimes of power enact difference from “others” whose presence strongly influences the health of ecosystems and economies.
Keywords: human–nature relations; wolf reintroduction; borders; rhetoric; Foucault; hybridity
Natural history museums present fertile ground for considering material configurations of “natur... more Natural history museums present fertile ground for considering material configurations of “nature” and “history.” This essay analyzes the Natural History Museum of Utah at Rio Tinto Center (NHMU) to explore how spatio-temporal configurations of nature and history may paradoxically elide the deep time of natural history. Primarily considering its naming and its spatial placement rather than the impressive collections it houses, I identify spatio-temporal distortions related to three elements of the NHMU: its naming after a multinational mining company, its architectural attempt to represent iconic landforms, and its imposition on a heretofore-undeveloped parcel of land. Taking these distortions in sum, I argue that the museum, which is meant by its architects to be in harmony with the land, elides rather than harmonizes with the land that produced its collections by replacing ancientness with novelty and by conjoining extraction and education. This elision, performed by a building purported to embody the full depth of time, may flatten the deep time of the geologic past, thereby abetting the concealment of the ever-expanding extraction.
Keywords: rhetoric; museums; space and place; materiality; deCerteau; natural history
Books by Aaron Phillips
by Tema Milstein, Aaron Phillips, Geo Takach, Carlos Tarin, Emily Plec, Bridie McGreavy, Caroline Gottschalk Druschke, Leah Sprain, Karey Harrison, Joy M Hamilton, Stephen Griego, Jeffrey Hoffmann, José Castro-Sotomayor, Maggie Siebert, and Melissa M Parks
Given the urgency of environmental problems, how we communicate about our ecological relations is... more Given the urgency of environmental problems, how we communicate about our ecological relations is crucial. Environmental Communication Pedagogy and Practice is concerned with ways to help learners effectively navigate and consciously contribute to the communication shaping our environmental present and future. The book brings together international educators working from a variety of perspectives to engage both theory and application. Contributors address how pedagogy can stimulate ecological wakefulness, support diverse and praxis-based ways of learning, and nurture environmental change agents. Additionally, the volume responds to a practical need to increase teaching effectiveness of environmental communication across disciplines by offering a repertoire of useful learning activities and assignments. Altogether, it provides an impetus for reflection upon and enhancement of our own practice as environmental educators, practitioners, and students. Environmental Communication Pedagogy and Practice is an essential resource for those working in environmental communication, environmental and sustainability studies, environmental journalism, environmental planning and management, environmental sciences, media studies and cultural studies, as well as communication subfields such as rhetoric, conflict and mediation, and intercultural. The volume is also a valuable resource for environmental communication professionals working with communities and governmental and non-governmental environmental organisations.
Table of Contents
Introducing Environmental Communication Pedagogy and Practice Tema Milstein, Mairi Pileggi, & Eric Morgan
Section One: (Re)conceptualizing the Environmental Communication Classroom
Chapter 1. From Negotiation to Advocacy: Linking Two Approaches to Teaching Environmental Rhetoric. Garret Stack and Linda Flower
Chapter 2. Pedagogy as Environmental Communication: The Rhetorical Situations of the Classroom. Jessica Prody
Chapter 3. Environmental Communication Pedagogy: A Survey of the Field. Joy Hamilton and Mark Pedelty
Chapter 4. Breathing Life into Learning: Ecocultural Pedagogy and the Inside-Out Classroom. Tema Milstein, Maryam Alhinai, José Castro, Stephen Griego, Jeff Hoffmann, Melissa M. Parks, Maggie Siebert, and Mariko Thomas.
Section Two: Diverse Practices in Teaching Environmental Communication
Chapter 5. The Role of Social Constructionism as a Reflexive Tool in Environmental Communication Education. Lars Hallgren
Chapter 6. "Deep Impressions": The Promise and Possibilities of Intercultural Experiential Learning for Environmental Literacy and Language Attitudes. Aaron Philips
Chapter 7. Further Afield: Performance Pedagogy, Fieldwork, and Distance Learning in Environmental Communication Courses. Mark Pedelty and Joy Hamilton
Chapter 8. Arts-Based Research in the Pedagogy of Environmental Communication. Geo Takach
Chapter 9. Developing Visual Literacy Skills for Environmental Communication. Antonio Lopez
Chapter 10. Teaching Environmental Journalism Though Distance Education. Gabi Mocatta
Section Three: Transformative Practice: Nurturing Change Agents
Chapter 11. Changing Our Environmental Future: Student Praxis Through Community Inquiry. Eli Typhina
Chapter 12. Storytelling as Action. Mairi Pileggi and Eric Morgan
Chapter 13. Insider Windows in Nepal: A Critical Pedagogy for Empowering Environmental Change Agents. Grady Walker
Chapter 14. Repair Cafés - Reflecting on Materiality and Consumption in Environmental Communication. Sigrid Kannengießer
Chapter 15. Cultivating Pride: Transformative Leadership and Capacity Building in the Rare-UTEP Partnership. Carlos A. Tarin, Sarah D. Upton, Stacey K. Sowards, Kenneth C. C. Yang
Section Four: Environmental Communication Pedagogy and Practice Toolbox
Chapter 16. "Moral Vision Statement" Writing Assignment Instructions for Students. Carrie P. Freeman
Chapter 17. Environmental Privilege Walk: Unpacking the Invisible Knapsack. Tema Milstein and Stephen Griego
Chapter 18. An Experiential Approach to Environmental Communication. Emily Plec.
Chapter 19. Greening Epideictic Speech. Jake Dionne
Chapter 20. Praxis-based environmental communication training: Innovative activities for building core capacities. Bridie McGreavy, Caroline Gottschalk Druschke, Leah Sprain, Jessica L. Thompson, Laura Lindenfeld
Chapter 21. Image(ination) and Motivation: Challenging Definitions and Inspiring Environmental Stakeholders. Mary Stroud
Chapter 22. Using Infographics. Antonio Lopez
Chapter 23. News Media Analysis. Carrie P. Freeman
Chapter 24. Newschart Assignment. Karey Harrison
Chapter 25. Speaking for/to/as Nature. Maggie Siebert
Chapter 26. Creating Emotional Proximity with Environment. Maria Clara Valencia
Chapter 27. Growing up with Animals (on screens). Gabi Hadl
Chapter 28. The Student-Run Environmental Communication Blog. Katherine Cruger
Velma Bronn Johnston, also known as “Wild Horse Annie,” advocated for the protection of wild hors... more Velma Bronn Johnston, also known as “Wild Horse Annie,” advocated for the protection of wild horses from 1950 until her death in 1977. Her grassroots efforts culminated in federal legislation, making her an important early female figure in the history of environmental advocacy. This article analyzes newspaper and magazine articles about Johnston’s advocacy to consider how Johnston was framed in terms of myth and memory, cementing her association with the highly symbolic animal she fought to protect and with powerful mythological tropes of the American West.
Decisions about iconic species such as the wolf provide a key index of human–nature relations. Th... more Decisions about iconic species such as the wolf provide a key index of human–nature relations. The gray wolf’s reintroduction in the USA has been controversial, particularly at the interface of state versus federal management. This essay analyzes discourse surrounding this controversy, focusing on how wolves are characterized as ecological and social actors in official correspondence and management plans. I interpret this textual evidence by drawing from social theory regarding sovereignty, discipline, and population, including studies on bordering practices imposed on humans. As with humans, bordering practices in the case of the wolf may illuminate how political forces impose physical and discursive limits upon mobile bodies motivated to move across political borders by powerful exigencies of need. The essay seeks to amplify understand- ing about how regimes of power enact difference from “others” whose presence strongly influences the health of ecosystems and economies.
Keywords: human–nature relations; wolf reintroduction; borders; rhetoric; Foucault; hybridity
Natural history museums present fertile ground for considering material configurations of “natur... more Natural history museums present fertile ground for considering material configurations of “nature” and “history.” This essay analyzes the Natural History Museum of Utah at Rio Tinto Center (NHMU) to explore how spatio-temporal configurations of nature and history may paradoxically elide the deep time of natural history. Primarily considering its naming and its spatial placement rather than the impressive collections it houses, I identify spatio-temporal distortions related to three elements of the NHMU: its naming after a multinational mining company, its architectural attempt to represent iconic landforms, and its imposition on a heretofore-undeveloped parcel of land. Taking these distortions in sum, I argue that the museum, which is meant by its architects to be in harmony with the land, elides rather than harmonizes with the land that produced its collections by replacing ancientness with novelty and by conjoining extraction and education. This elision, performed by a building purported to embody the full depth of time, may flatten the deep time of the geologic past, thereby abetting the concealment of the ever-expanding extraction.
Keywords: rhetoric; museums; space and place; materiality; deCerteau; natural history
by Tema Milstein, Aaron Phillips, Geo Takach, Carlos Tarin, Emily Plec, Bridie McGreavy, Caroline Gottschalk Druschke, Leah Sprain, Karey Harrison, Joy M Hamilton, Stephen Griego, Jeffrey Hoffmann, José Castro-Sotomayor, Maggie Siebert, and Melissa M Parks
Given the urgency of environmental problems, how we communicate about our ecological relations is... more Given the urgency of environmental problems, how we communicate about our ecological relations is crucial. Environmental Communication Pedagogy and Practice is concerned with ways to help learners effectively navigate and consciously contribute to the communication shaping our environmental present and future. The book brings together international educators working from a variety of perspectives to engage both theory and application. Contributors address how pedagogy can stimulate ecological wakefulness, support diverse and praxis-based ways of learning, and nurture environmental change agents. Additionally, the volume responds to a practical need to increase teaching effectiveness of environmental communication across disciplines by offering a repertoire of useful learning activities and assignments. Altogether, it provides an impetus for reflection upon and enhancement of our own practice as environmental educators, practitioners, and students. Environmental Communication Pedagogy and Practice is an essential resource for those working in environmental communication, environmental and sustainability studies, environmental journalism, environmental planning and management, environmental sciences, media studies and cultural studies, as well as communication subfields such as rhetoric, conflict and mediation, and intercultural. The volume is also a valuable resource for environmental communication professionals working with communities and governmental and non-governmental environmental organisations.
Table of Contents
Introducing Environmental Communication Pedagogy and Practice Tema Milstein, Mairi Pileggi, & Eric Morgan
Section One: (Re)conceptualizing the Environmental Communication Classroom
Chapter 1. From Negotiation to Advocacy: Linking Two Approaches to Teaching Environmental Rhetoric. Garret Stack and Linda Flower
Chapter 2. Pedagogy as Environmental Communication: The Rhetorical Situations of the Classroom. Jessica Prody
Chapter 3. Environmental Communication Pedagogy: A Survey of the Field. Joy Hamilton and Mark Pedelty
Chapter 4. Breathing Life into Learning: Ecocultural Pedagogy and the Inside-Out Classroom. Tema Milstein, Maryam Alhinai, José Castro, Stephen Griego, Jeff Hoffmann, Melissa M. Parks, Maggie Siebert, and Mariko Thomas.
Section Two: Diverse Practices in Teaching Environmental Communication
Chapter 5. The Role of Social Constructionism as a Reflexive Tool in Environmental Communication Education. Lars Hallgren
Chapter 6. "Deep Impressions": The Promise and Possibilities of Intercultural Experiential Learning for Environmental Literacy and Language Attitudes. Aaron Philips
Chapter 7. Further Afield: Performance Pedagogy, Fieldwork, and Distance Learning in Environmental Communication Courses. Mark Pedelty and Joy Hamilton
Chapter 8. Arts-Based Research in the Pedagogy of Environmental Communication. Geo Takach
Chapter 9. Developing Visual Literacy Skills for Environmental Communication. Antonio Lopez
Chapter 10. Teaching Environmental Journalism Though Distance Education. Gabi Mocatta
Section Three: Transformative Practice: Nurturing Change Agents
Chapter 11. Changing Our Environmental Future: Student Praxis Through Community Inquiry. Eli Typhina
Chapter 12. Storytelling as Action. Mairi Pileggi and Eric Morgan
Chapter 13. Insider Windows in Nepal: A Critical Pedagogy for Empowering Environmental Change Agents. Grady Walker
Chapter 14. Repair Cafés - Reflecting on Materiality and Consumption in Environmental Communication. Sigrid Kannengießer
Chapter 15. Cultivating Pride: Transformative Leadership and Capacity Building in the Rare-UTEP Partnership. Carlos A. Tarin, Sarah D. Upton, Stacey K. Sowards, Kenneth C. C. Yang
Section Four: Environmental Communication Pedagogy and Practice Toolbox
Chapter 16. "Moral Vision Statement" Writing Assignment Instructions for Students. Carrie P. Freeman
Chapter 17. Environmental Privilege Walk: Unpacking the Invisible Knapsack. Tema Milstein and Stephen Griego
Chapter 18. An Experiential Approach to Environmental Communication. Emily Plec.
Chapter 19. Greening Epideictic Speech. Jake Dionne
Chapter 20. Praxis-based environmental communication training: Innovative activities for building core capacities. Bridie McGreavy, Caroline Gottschalk Druschke, Leah Sprain, Jessica L. Thompson, Laura Lindenfeld
Chapter 21. Image(ination) and Motivation: Challenging Definitions and Inspiring Environmental Stakeholders. Mary Stroud
Chapter 22. Using Infographics. Antonio Lopez
Chapter 23. News Media Analysis. Carrie P. Freeman
Chapter 24. Newschart Assignment. Karey Harrison
Chapter 25. Speaking for/to/as Nature. Maggie Siebert
Chapter 26. Creating Emotional Proximity with Environment. Maria Clara Valencia
Chapter 27. Growing up with Animals (on screens). Gabi Hadl
Chapter 28. The Student-Run Environmental Communication Blog. Katherine Cruger