Salma Monani

Chairperson/Professor

Environmental Studies

Contact

Email

smonani@gettysburg.edu

Phone

(717) 337 - 6292

Box

Campus Box 2455

Address

Science Center
154G
300 North Washington St.
Gettysburg, PA 17325-1400

Website

Monani_webpage

Education

PhD University of Minnesota-Twin Cities, 2008
MA University of Colorado-Boulder, 2003
MS University of Wisconsin-Madison, 1999
BA Mount Holyoke College, 1997

Academic Focus

Ecocinema, Journalism and Literature, Indigenous Rights (focus North America)

My teaching and research is in the environmental humanities, with a specific focus on cinema and other forms of media communication. I am currently working on a book project titled Indigenous Ecocinema, which shines a spotlight on the environmental dimensions of films made by contemporary Canadian First Nations’ filmmakers. This book furthers a long-standing interest I have in issues of environmental justice, media studies, and Indigenous peoples’ environmental concerns. These are all topics on which I have published extensively in peer-reviewed journals such as The Journal of Environmental Communication, Interdisciplinary Studies in Literature and the Environment, and Studies in American Indian Literature. I am also co-editor on four collections that bring together ecomedia scholars, Ecocriticism and Indigenous Studies: Conversations from Earth to Cosmos (Routledge/Literary Series, 2016); Ecomedia: Key Concepts (Routledge/Earthscan 2015); and Ecocinema Theory and Practice 1 and 2 (Routledge/AFI 2013 and 2022) .

I have been sharing these topics of interest with my students for many years. At Gettysburg College I routinely teach Environmental Film, Environmental Journalism, and an Introduction to Environmental Humanities course for majors. In these classes, as well as my Food Studies seminars, I draw on my interdisciplinary academic background to situate the humanities as an important and necessary complement to the natural sciences’ and social sciences’ study of the environment. Through readings, hands-on activities, independent projects, and field trips, students engage with stories, ethics, and histories of how and why humans perceive and interact with the world the way they do. I hope to inspire students to apply this knowledge in the present, and imagine (and act to ensure) environmentally sustainable futures.

As an undergraduate student at a liberal arts college, I really benefited from working with faculty on research. As a faculty member now, I love being able to collaborate with students on projects with real-world applications and academic import. I am delighted to see students’ partake in independent research that is subsequently published in peer-reviewed journals, or showcased in other reputable outlets. To learn more, do explore my website. (Especially, check out all the cool student projects on the Teaching page; and if your interest is sparked, don't hesitate to be in touch!)

Courses Taught

Introduction to environmental humanities. Using the interdisciplinary lenses of literary studies, history, philosophy, and communication studies, students consider how human beings imagine nature, how they communicate ideas about nature, and the ways in which these understandings affect the material environment. Discussions and assignments emphasize humanities research methods and explore topics such as wilderness, environmental justice, and consumerism, highlighting how language and media shape (and are shaped by) cultural perceptions of the environment. Prerequisite: ES 196
Exploration of environmental issues through the reading and writing of journalistic prose. Highlighting the historical roots of environmental journalism and contemporary practices, the course focuses on reporting and writing stories for the public in formats typical to newspapers, magazines, and online media such as blogs. Fundamentals to such writing include developing: 1) basic techniques for organizing stories that evoke interest and convey scientific and technical information accurately; 2) newsgathering techniques like researching credible sources and interviewing; 3) clean, crisp writing through attention to the iterative process of drafting, peer reviewing, and revising. Alternate Years. Prerequisite: ES 225, or ENG writing class at 110 or above and ES 196, or Permission of Instructor.
What do environmental issues have to do with issues of race, and vice versa? This course invites you to explore how closely these issues are related and to actively engage with this vibrant area of environmental research and action. our focus will be on the United States, as not only is it where we are located, but also it is often used as a model for global environmental politics. We will think, write, and discuss the question of race and environment in this country with careful attention to to historical, political, and social data, always keeping in view the cultural frames that shape these data. By the end of the semester, you should have a good grasp of how to express and negotiate this complex dimension of American environmental research and practice. Prerequisite: ES 225
Study of environmental films and their role in shaping environmental imaginations and actions in contemporary life. Applies fundamentals of film analysis to critical stylistic, textual and contextual (historical and political-economic) investigations of both fictional and documentary environmental films. Topics include Hollywood films about wildlife, wilderness, land use, technology and pollution, and documentaries on wildlife conservation, wilderness-adventure, and socio-nature themes. Alternate Years. Prerequisite: ES 225 and any 200 level Environmental Studies course or permission of the instructor.
Advanced study of an important national or global environmental issue. Interdisciplinary approach is used to analyze the problem from a variety of viewpoints in the humanities, social sciences, and natural sciences. Students are responsible for a major term paper involving independent research. Topics differ each semester. Prerequisite: Senior standing as a minor or major in environmental studies or permission of instructor; and ES 196, 211, 223, 225, and 230.
What is a sustainable food system? What does it have to do with green eggs and government cheese, or with ham? In this class we’ll think about eggs, cheese, ham, and various other such delectable edibles in ways that help us ponder the connections between food and global, national, and local environmental issues including climate change, land use, and community health. We will not only read and write about food but we will also analyze food films and go on field trips (for example, to a local organic farm). In addition, we will participate in community focused activities with the College’s Center for Public Service to explore the interrelations between the health of our environments, our bodies, and our communities. The final research project will provide recommendations for sustainable food policies in local communities.