{"id":7048021,"date":"2026-08-26T01:06:31","date_gmt":"2026-08-26T01:06:31","guid":{"rendered":"https:\/\/peraltafinancing.com\/uncategorized\/bratspies-and-gonzalezs-new-book-puts-social-justice-back-in-environmental-law-part-2\/"},"modified":"2026-08-26T01:06:31","modified_gmt":"2026-08-26T01:06:31","slug":"bratspies-and-gonzalezs-new-book-puts-social-justice-back-in-environmental-law-part-2","status":"publish","type":"post","link":"https:\/\/fivemor.com\/?p=7048021","title":{"rendered":"Bratspies and Gonzalez\u2019s New Book Puts Social Justice Back in Environmental Law: Part 2"},"content":{"rendered":"


\n<\/p>\n

\n

This two-part post is part of a series<\/a> related to<\/em> Teaching Environmental Law in Context<\/a>, a recent book by Member Scholars Rebecca Bratspies and Carmen Gonzalez.<\/em><\/p>\n

In Part 1, I provided an overview and some of my topline reactions to Rebecca Bratspies and Carmen Gonzalez\u2019s excellent new book, Teaching Environmental Law in Context<\/em>. In this part, I explore some specific environmental laws that Rebecca and Carmen include in their text and their creative approaches to teaching them.<\/p>\n

The Clean Air Act<\/a><\/em><\/strong>. When I start the Clean Air Act, I start with the statute. More specifically, I start with National Ambient Air Quality Standards<\/a> (NAAQS). Right away, my students are hit with a crazy acronym! And, as we know all too well, that discussion must begin with a pronunciation guide: \u201cSay \u2018N-\u00e6<\/em>-x\u201d like you\u2019re from New Jersey, not \u201cN-ah<\/em>-x\u201d like you\u2019re the Queen of England, or you\u2019ll sound like you\u2019re talking about oxides of nitrogen (or NOx<\/sub>), which, we explain meekly, has its own NAAQS \u2014 what we might call, \u00e0 la Dr. Suess, \u201ca NOx<\/sub> NAAQS.\u201d<\/p>\n

By the time I\u2019ve gone through all of that, they\u2019re well on their way to REM sleep, at which point I launch into the (admittedly crucial and yet soporific) distinction between ambient standards and emissions limits, which launches us directly into a discussion of units of measurement \u2014 like \u201cparts per million\u201d (\u201cppm\u201d) or (even worse) \u201cmicrograms per cubic meter,\u201d the abbreviation for which uses a Greek letter, for god\u2019s sake(!), and not one of the familiar ones, like alpha<\/em> or beta<\/em>. Any hapless student unlucky enough to open their eyes during this exegesis will undoubtedly be swiftly reminded of the reasons they decided not<\/em> to pursue a medical degree.<\/p>\n

What do Carmen and Rebecca do?<\/p>\n

They begin with a simple PowerPoint slide presenting the soaring prose of one of the state constitutional provisions guaranteeing the right to clean air. (There are several to choose from, but being in Philadelphia, I will choose the Pennsylvania Environmental Rights Amendment<\/a>: \u201cThe people have a right to clean air, pure water, and to the preservation of the natural, scenic, historic and esthetic values of the environment.\u201d)<\/p>\n

With the slide displayed, they first ask the students to guess how many times they breathe in a minute (or, alternatively, to try holding their breath for a minute). Then they pose two simple but evocative questions: Should everyone have a right to breathe clean air? If not, how should access to clean air be allocated? Carmen and Rebecca explain that \u201c[t]his framing generates a vibrant discussion of how (whether) economic development, environmental protection, and public health concerns about air quality can be balanced and who should do this balancing,\u201d along with issues of scientific uncertainty and precaution. I can certainly imagine it does and can\u2019t wait to give this a try next fall.<\/p>\n

The Toxic Substances Control Act<\/a><\/em>.<\/strong> Here again, I start with the statute and the distinction between risk assessment and risk management \u2014 another crucial idea, another opportune moment for worn out students to catch some shut-eye.<\/p>\n

How do Carmen and Rebecca start? With the amazing Bill Moyers documentary, Trade Secrets<\/a>. <\/em>In this stirring 90-minute film, Moyers interviews a man dying of cancer as a result of exposure to vinyl chloride in a workplace where his employer lied to him and his co-workers about the chemical\u2019s health hazards. Moyers shows documentary evidence from the \u201850s, \u201860s and \u201870s demonstrating that the chemical industry knew of vinyl chloride\u2019s carcinogenic effects but conspired to hide the truth. The film tells a similar story about other chemicals as well, including benzene (of particular interest to those of us who teach the Supreme Court\u2019s benzene decision).<\/p>\n

I can well imagine that this is a highly effective way of setting the stage and giving students the motivation they need to do the hard analytic work of digging into distinction between risk assessment and risk management, the language of the 1976 statute, the 1991 Corrosion Proof Fittings<\/a><\/em> decision that hamstrung EPA\u2019s ability to protect the public from dangerous chemicals for decades hence, and the trade-offs Congress made in attempting the fix the broken system in the 2016 Lautenberg Amendments. And Trade Secrets<\/em> is just one of a whole host of valuable teaching resources Carmen and Rebecca have gathered together in this wonderful book.<\/p>\n

The Resource Conservation and Recovery Act<\/a><\/em>. <\/strong>This is a statute I\u2019ve avoided teaching for 25 years out of pure fear, but I took a peek at how a representative sampling of casebooks start their RCRA discussions. Not surprisingly, they start with landfills and how various public health problems, like toxins leaching from piles of trash into groundwater, prompted Congress to pass RCRA, directing EPA to set standards for the operators of landfills \u2014 making sure they have adequate liners and so forth. Here\u2019s the problem: In 25 years of teaching, I have yet to meet a student who ever worked as a landfill operator.<\/p>\n

What do Carmen and Rebecca do?<\/p>\n

They seize the day! To them, RCRA is not a dull chore to be dreaded, but an \u201copportunity!\u201d In their words, \u201cRCRA offers the opportunity<\/em> to start class discussions with something personal and immediately recognizable: The daily generation and disposal of waste.\u201d In that vein, they assign each student to keep a 24-hour waste diary. They tell them to track everything they throw away in a day and where they dispose of it. This generates interesting discussions about where trash in their locality ends up and \u201copens space to discuss the connections between consumer culture, product design, and waste generation, . . .lays the groundwork for a discussion of individual versus systemic responsibility, . . . and provides an opportunity for students to consider how a different legal regime might instead prioritize upstream product design, extended producer responsibility, and circular economy principles.\u201d<\/p>\n

Amen. In an era in which frustration with planned obsolescence has reached a boiling point and politicians are winning seats in Congress by talking about their constituents\u2019 frustration with throw-away appliances and advocating for a right to repair<\/a>, these are the framings that will capture students\u2019 imaginations. Again, Carmen and Rebecca have zeroed in on what students actually want to know.<\/p>\n

* * * <\/p>\n

I have always believed that social justice issues are woven throughout all of environmental law, and while I tell my students that, I\u2019ve struggled to find way to help them see and feel it for themselves. In this excellent book, Carmen and Rebecca have given me the tools to do just that. They\u2019ve shared a wealth of incredibly creative and compelling ways to bring these aspects of environmental law to the foreground. Environmental law classrooms across the country (and ultimately the profession itself) are going to become better \u2014 more inspiring, more energizing, and more eye-opening \u2014 because of their efforts.<\/p>\n

\t\t\t\t\t\t\t\n\t\t\t\t\t<\/div>\n\n","protected":false},"excerpt":{"rendered":"

This two-part post is part of a series related to Teaching Environmental Law in Context, a recent book by Member Scholars Rebecca Bratspies and Carmen Gonzalez. In Part 1, I provided an overview and some of my topline reactions to Rebecca Bratspies and Carmen Gonzalez\u2019s excellent new book, Teaching Environmental Law in Context. In this […]<\/p>\n","protected":false},"author":1,"featured_media":7048022,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[143054,103644,103648,103649],"tags":[2268,210705,14568,210706,12721,12685,3341,18344,10974],"dealstore":[],"offerexpiration":[],"class_list":["post-7048021","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-air","category-chemicals","category-environmental-justice","category-water","tag-book","tag-bratspies","tag-environmental","tag-gonzalezs","tag-justice","tag-law","tag-part","tag-puts","tag-social"],"yoast_head":"\nBratspies and Gonzalez\u2019s New Book Puts Social Justice Back in Environmental Law: Part 2 - Som2ny Network<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/fivemor.com\/?p=7048021\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Bratspies and Gonzalez\u2019s New Book Puts Social Justice Back in Environmental Law: Part 2 - Som2ny Network\" \/>\n<meta property=\"og:description\" content=\"This two-part post is part of a series related to Teaching Environmental Law in Context, a recent book by Member Scholars Rebecca Bratspies and Carmen Gonzalez. 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