Environmental Racism and Co-evolution in the Book Environmental Ethics for Canadians
The txetbook you will use is called:" Environmental Ethics for Canadians" by Byron Williston, if you can not access the textbook, use my account
Note I: the critical summaries are your chance to reflect on the case studies
at the end of the textbook’s chapters.
• They should be succinct (500 words) and accomplish three broad goals:
(a) convey the content of the study;
(b) assess the argument of the study; and
(c) make reference to two themes from the relevant chapter that help elucidate your points.
course materials contain an example/model summary and a guide to writing critical summaries.
Critical summary #4: case study from chapter 8, 9 or 11 not receive credit/marks for the assignment if do it on the wrong case study
I have attached the previous “Critical” Summaries with feedback for you to take a look
i have attached the previous critical summary with feedback for you and below is how to access the textbook
Chapter 8 Case Study Critique
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Chapter 8 Case Study Critique
This is the case study for Chapter 8 of Environmental Ethics for Canadians (2nd edition). The case study explores the issues of land, language, and residential schools that sparked outrage in the country and forced the prime minister to offer an official apology. The case study argues that these government efforts were based on the broad assumption that the Natives were inferior and had to be made to assimilate to the superior culture. Most importantly, the case study condemns the efforts to deprive the First Nations people of their language, tied to their knowledge of the land. To understand these arguments, the themes of environmental racism and co-evolution as discussed in the chapter can expound on the main points in the case study.
The case study shows the need to observe eco-evolution, which has been described as the process where a population of organisms develops practices or traits in response to another population. The hint of this theme in the case study is made when the author claims that there is no separation between knowledge of the land and how the First Nations people have named its features in their language (Williston, 2016, p. 232). In other words, the case study insinuates that the aboriginals have evolved alongside the land that they have occupied for thousands of years, which means that their traits and practices are dependent on other species that occupy the same land. Therefore, the case study holds that depriving them of their language is equivalent to denying them the sense of the place that has defined them for millennia, an idea supported by such scholars as Jensen et al. (2021, p. 93). This de...
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