see "cl 4 instructions.doc" for how to do the class, i.e. how to split the different parts of the
class

Class 4: The power “from within”
Christos Zografos, PhD
Institute of Environmental Science & Technology (ICTA)
Universitat Autònoma de Barcelona, Spain
christos.zografos@uab.cat
Power, politics and environmental change
MA Environmental Humanities 2016-17
Masaryk University, Brno, Czech Republic

Introduction
•Purpose of the class
–Explain how power operates besides coercion…
–…focus on ‘power-less’ but in  a different way than Class 3…
–…and how this may influence environmental change
•Why should you know this?
–A key idea of how power operates
–Approach (post-structuralism) popular in social sciences and PE (with some)
•Outline
–Discuss answers to question
–Explaining the power from within approach and its premises on other theories
–Exercise
–Analytical implications: the role of nature and the role of humans in environmental change
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Class question
•“According to Robbins and his study, lawn managers who are more aware of the environmental impacts
of chemicals, and are more socially involved and concerned about their communities, are those who
apply more intensively chemicals on their lawns
•“How do Robbins’ middle-class lawn mainteners (“lawn people”) end up using chemicals which they
know that are harmful not only for the environment but also to their own health?
•“Why do they do this to themselves and the environment?”
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Why do they do it?
•Three reasons
–Hectic lives: no free time
–Economic/ instrumental logics
–The good citizen: moral responsibility to the community

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Hectic lifestyles
•“When I first moved here I was traveling a lot so I didn’t have time to do much in my yard. I
thought, my lawn must need something, so I was treating it . . . I think of yard work as a fun
activity . . . But I just don’t have the time anymore.”
•Residents stated, with some degree of pride, how busy they and their families are with careers,
hobbies, sports, and travel
•This often translated into a feeling that they did not have time to worry about lawn chemicals
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Economic/ instrumental logics
•Association of chemicals inputs with housing values…
–which reach the homeowner
–as well as neighborhood
•…suggests obvious instrumental motivations
•Lawn upkeep: relatively inexpensive investment for maintaining property values
–Note: SES system where homeowners rewarded for environmentally detrimental behavior!
•But instrumental thinking only a small part of this set of logics
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Beyond instrumentalism: community
•Despite risks, using chemicals
–Sign of a good character
–Sign of social responsibility
•Consider: ecological character of lawn problems: if you eliminate plague it can move next door, so
next door needs to apply same level of care
Disregard for lawn care: free-riding and moral neglect
•Most important driver for lawn chemical use:
–Sense there is a “neighborhood norm” (rule) of lawn management
•Decisions about lawn chemical use in terms of something that they owed to their neighbors
–“I wouldn’t insult my neighbors by not keeping my house up”
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The good citizen: moral responsibility
•Lawn chemical use as something they felt they had to do to meet the expectations of their
neighbours
–…imperative to mow in time for the recent high school prom. Limousines came to the cul-de-sac to
pick up several high school students, pictures were taken on front lawns, and everyone wanted their
yards to look perfect
–Suzanne: why she continued lawn chemical treatments even though her dog’s paws were bleeding, she
replied: I guess we didn’t want the yard to look bad when everybody else’s looked so nice . . . You
try to make it look as nice as you can, without offending other people
•Reveals: ways in which neighborhood forced certain kinds of lawn management onto individuals
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Disciplining
•In place: system of monitoring (when to “improve” lawn), which relies heavily on a notion of the
view of his lawn by the neighbors
•When weeds grow prominent:
–“I would feel really out of place. It’s not only how the yard looks to me, but how it looks to the
neighbors. If it’s not in keeping with the neighborhood [then I’d have to spray more]”
–“[in his mom’s neighbourhood] if you don’t cut twice a week you are a communist!
–“We get kind of irritated when people don’t do something with their yard. I get mad if people
don’t put plants out to make their front yard look nice”
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Lawn people: power shaping subjects
The argument (Robbins’):
•Maintenance of lawn yard landscapes through environmentally harmful lawn chemicals: internalized
environmental practice…
•…which is:
–Rooted on socially enforced environmental aesthetic
–That associates good citizenship with environmentally harmful activities (use of chemicals)
–
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Lawn people: power shaping subjects
•Such behaviors benefit the corporate entities that produce, package, and market the goods and
services that maintain such an aesthetic
•But it cannot be said that these companies forced anyone, in any simple way, to act as they do
•Rather, the exercise of power is enacted internally
•Through production of a certain kind of “subject,” whose identity as a good citizen is associated
with a set of specific environmental activities
•Subject (Foucault, 1982): There are two meanings of the word "subject":
•subject to someone else by control and dependence;
•and tied to his own identity by a conscience or self-knowledge.
•Both meanings suggest a form of power which subjugates and makes subject to.
Q: Who is this subject?
•The subject: Lawn People!
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Do you agree with this?
Do you follow?

Note
•what we have in place (with "Lawn People") is a SELF-CONDUCTED SYSTEM OF MONITORING AND
ENFORCEMENT (SURVEILLANCE?)
–i.e. the chemicals corporation does not need to pay any money to achieve that lawn managers behave
the way it wants
•Although corporation pays money to maintain links between good citizen and chemicals use, e.g.
through advertising
–still, it needs no waste resources for MONITORING & ENFORCEMENT as Lawn People do it themselves to
themselves and to others (their neighbours)!
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Foucault: exercising power
•Power can be exercised in more subtle ways than outright oppression and coercion
•i.e. by establishing normalised and ‘deviant’: behaviours (homosexuality), processes (democracy is
inefficient), actions (stealing = crime), persons (lepers=unhealthy), places (Africa is dangerous,
e.g. disease, crime), etc.
•People integrate these as personal principles that guide their behaviour -> you no more need to
punish or compensate
lIn this way governments (or those ‘in power’) discipline behaviour, processes, actions, people,
places, etc. without coercion
lPower = relational not necessarily a capacity (quantity) to be “held”, “taken”, or “transferred”
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Foucault: disciplining subjects
•Central problem of modern govt.: “the conduct of conduct or else the power to act on the actions
of others”
–Modern governments develop technologies of power to achieve
•Panopticon: what is it?
–Prisoner feels he’s been watched and has to behave at all times in case guard is watching (Sharpe,
2009)
–By feeling he’s been watched all the time he internalises the rule of discipline (behave as he is
required)
–Guard doesn’t even need be there!
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Presidio Modelo prison, Cuba (Source: Friman, 2005)
Question: What’s this??

>

What’s the importance of this?
•Power imposed through the ‘construction’ of
–Subjects, e.g. self-monitored prisoners; lawn managers or lawn people
–The meaning of (what it means to be) a chemicals-intensive lawn manager (subject) = i.e. a
responsible citizen
–
•Through internalisation of rules which then guide behaviour, so that you voluntarily do and don’t
do certain things without external coercion
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Governmentality term
Used in the bibliography to signify/ refer to:
•The “how” of governing (Jeffreys & Sigley, 2009)
–Calculated means of directing how we behave and act
•Way in which governments try to produce citizens (subjects) best suited to the ends + objectives
of those governments
–A style of exercising power
•Organised practices through which subjects are governed (Mayhew, 2004)
–Mentalities, rationalities, techniques
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Class exercise
lDoes what the approach describe sound familiar?
lGet into groups
•Discuss and write down one real-world application of governmentality and disciplining through
internally-imposed rules
–Explain how power operates in your example
–(You can use personal or common/ every-day life, or even well-known examples)
–(They can be related or unrelated to environmental issues/ management)
•Present to the rest of the class
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