This ground-breaking book presents interdisciplinary instructors with classroom tools and strategies to integrate environmental justice into their courses. Providing accessible, flexible, and evidence-based pedagogical approaches designed by a multidisciplinary team of scholars, it centers equity and justice in student learning and course design. It further presents a model for community-based faculty development that can communicate those pedagogical approaches across disciplines. Key Features: Reflection on how to teach inclusively across disciplines, with a focus on community-based faculty development. Presentation of a blend of insights from diverse disciplines, including art, astronomy, ecology, economics, history, political science, and online education. A focus on how to stimulate student engagement to improve students’ empirical and conceptual understanding of environmental politics. Detailed instructions for both introductory and more advanced active learning assignments and classroom activities, including guidance on how to manage common challenges and adapt activities to specific learning environments, particularly online formats Providing detailed instructions and reflections on teaching effectively and inclusively, Teaching Environmental Justice will be an invaluable resource for faculty and graduate students teaching modules in environmental justice in courses across disciplines. It will also be essential reading for researchers of teaching and learning seeking insight into cutting-edge classroom practices that center equity and justice in student learning.

Human Rights after Corporate Personhood offers a rich overview of current debates, and seeks to transcend the "outrage response" often found in public discourse and corporate legal theory. Through original and innovative analyses, the volume offers an alternative account of corporate juridical personality and its relation to the human, one that departs from accounts offered by public law. In addition, it explores opportunities for the application of legal personality to assist progressive projects, including, but not limited to, environmental justice, animal rights, and Indigenous land claims. Presented accessibly for the benefit of non-specialist readers, the volume offers original arguments and draws on eclectic sources, from law and poetry to fiction and film. At the same time, it is firmly grounded in legal scholarship and, thus, serves as an essential reference for scholars, students, lawmakers, and anyone seeking a better understanding of the interface between corporations and the law in the twenty-first century.

Copyright and intellectual property issues are intricately woven into any written work, but the precise nature of this relationship has plagued authors, printers, and booksellers for centuries. What does it mean to own the products of our intellectual labors in our own time? And what was the meaning three centuries ago, when copyright laws were first put into place? Jody Greene argues that while "owning" one's book is critical to the development of modern notions of authorship, studies of authorial property rights have in fact lost sight of the most critical valence of owning in early modern England: that is, owning up to or taking responsibility for one's work. Greene puts forth what she calls a "paranoid theory of copyright," under which literary property rights are a means of state regulation to assign responsibility for printed works, to identify one person who will step forward and claim the work in exchange for the right to reap the benefits of the literary marketplace. Blending research from legal, historical, and literary archives and drawing on the troubled authorial careers of figures such as Roger L'Estrange, Elizabeth Cellier, Daniel Defoe, John Gay, and Alexander Pope, The Trouble with Ownership looks to the literary culture of early modern England to reveal the intimate relationship between proprietary authorship and authorial liability.