Water Stories: Narrative, Urban Sustainability, and the Fluid Future of the Otakaro-Avon River in Christchurch, New Zealand

Atop Observation Hill near McMurdo Station, Antarctica (Oct 1991)

Twenty-five years ago, I had a once-in-a-lifetime opportunity to travel to Antarctica as part of a scientific research expedition from Woods Hole Oceanographic Institution. Taking a semester’s leave from my graduate studies at SUNY Stony Brook, I worked for two months as a field technician and writer-in-residence on a team researching the biogeochemistry of Lake Fryxell, a permanently frozen-over lake in Antarctica’s Dry Valleys. This extraordinary experience was memorable in many ways, including a brief three-day stopover in New Zealand, where we made our final preparations at the US Antarctic Program’s headquarters in Christchurch before flying to McMurdo Station on the Ross Ice Shelf.

new-zealand-mapNow as a mid-career academic seeking new challenges and opportunities beyond my Midwestern home at the southern rim of the Great Lakes — and having traveled outside the US (to Canada) only twice during this time — I decided to apply for a Fulbright Scholar fellowship to explore a distant locale that has always resonated powerfully in my memory. But this time, instead of a mere fleeting taste of Christchurch and a brief fly-over of the North and South Islands, I hope to spend several months in 2018 researching, writing, and living in New Zealand, based at Lincoln University a few kilometers outside of Christchurch, in order to enrich my understanding of urban river ecosystems as well as gain a much-needed global perspective on my scholarship and teaching.

Objectives and Methodology: My proposed project focuses on the Otakaro-Avon River that flows through Christchurch, NZ, as a natural and human ecosystem undergoing stress and change. The Otakaro-Avon is an important focal point of urban sustainability planning and ecological restoration. Using the qualitative research framework of the environmental humanities, which blends insights and analytic methods from literary studies, environmental history, ecology, and other disciplines, I plan to undertake an ecocritical study of this urban river’s history, present condition, and future prospects in the context of urban redevelopment underway after the 2011 earthquake that devastated Christchurch and many of its suburbs. This place- and observation-based perspective on the Otakaro-Avon watershed merges humanistic scholarship with physical exploration of the river as a highly modified, impaired, yet still biologically rich ecosystem with great sociocultural significance.

Otakaro-Avon River, Christchurch NZ (photo: Ian McGregor, The Press, 15 July 2016)
Otakaro-Avon River, Christchurch NZ (photo: Ian McGregor, The Press, 15 July 2016)

I will examine a wide range of “water stories” focused on the river — from historical documents to scientific analyses to technical reports — as well as current representations of the river in post-earthquake planning documents and journalistic accounts; conservationist, community-based, and indigenous discourse; plans for memorials and sustainable redevelopment along the river; and works of literature, film, and online media. This research will influence the crafting of my own stories of the Otakaro-Avon River and its fluid future, based on my in-the-field observations and experiences, in both narrative forms suitable for general readers as well as in scholarly prose for academic audiences — much as I have done in my recent work on the Chicago River‘s history, ecology, and future sustainability.

Key questions to be addressed in this project include but are not limited to:

  • How has the Otakaro-Avon River been utilized, modified, polluted, exploited, abused, defended, etc. over time? How does the history, quality, and character of the river inform people’s relationship to its present state and future prospects?
  • In what ways is the river important, economically and culturally, to the Maori indigenous people (as mahinga kai, a food-gathering place) as well as New Zealanders of European descent? How do people in Otakaro-Avon River’s watershed connect to the waterway? What kinds of activities do they undertake in terms of recreation, industry, and conservation?
  • What role do the river’s conservation and restoration have in the ongoing redevelopment of Christchurch’s Red Zone and within the city’s future sustainability?
  • How do the above issues intersect with questions of environmental justice, especially with respect to toxic pollution, public access to water resources and open space, and iwi (indigenous people) living with the Otakaro-Avon River watershed?

As an interdisciplinary-minded scholar within the environmental humanities, I employ a qualitative research approach. Using the analytic tools of ecocriticism, I emphasize the close reading and analysis of individual texts, their relationships with one another, and their place in the broad contexts of scientific discourse, nature writing, environmental history, and sustainability. At root, my work starts from the premises that the urban environment (both built and natural) is a worthy object of study; that natural resources are imperiled and therefore in need of protection and conservation; and that humanistic inquiry about the myriad relationships between humanity and nature in cities can foster, in the long run, ecological awareness and environmental progress.

The LA River in 2010 (photo by Mark Boster of the LA Times)
The LA River in 2010 (photo by Mark Boster of the LA Times)

Academic and Professional Context: Urban rivers are many things simultaneously: corridors of biodiversity, green infrastructure for storm water retention, transportation arteries for commerce, waste sinks, places of human recreation, and sites of environmental restoration. This partial list illustrates their dual nature: waterways in cities are all too often heavily polluted, modified, and abused ecosystems that bear scant resemblance to their former selves. They function as receptacles of waste and servants of commerce/industry, at the expense of water quality and biodiversity; and in many cases, city dwellers are physically as well as culturally cut off from access to waterways.

RU students paddle the North Branch of the Chicago River, Fall 2013 (M. Bryson)

Yet urban rivers also harbor tremendous renrenga ropi (biodiversity) and exhibit a capacity to connect citizens to the natural world that exists cheek-by-jowl with the built environment as well as to their cities’ natural and cultural histories. In this sense, damaged urban water systems are pathways of connection that can foster a sense of place vital to building an environmental ethic of care among city dwellers.

Geographers, urban ecologists, environmental scientists, and sustainability scholars are assessing waterways as a critical component of urban ecosystems. Given that cities consume energy and resources from far beyond their geographic boundaries and produce high levels of waste as well as greenhouse gases, their future sustainability depends upon large-scale actions such as repairing water/wastewater infrastructure, conserving energy, improving transportation access and efficiency, enhancing biodiversity, and reducing material waste.

RNZAF aerial survey of damage, showing flooding due to soil liquefaction in Christchurch NZ (Royal NZ Defence Force)
RNZAF aerial survey of damage, showing flooding due to soil liquefaction in Christchurch NZ (Royal NZ Defence Force)

Such goals are complicated and made urgent by the destructiveness of natural disasters. The 2011 Christchurch earthquake provides a monumental challenge as well as golden opportunity for inclusive and socially just urban planning that embraces environmental sustainability as a central goal. Unsurprisingly, the Otakaro-Avon River is prominent within this planning and rebuilding process (and illustrative of its many challenges).

More broadly, urban rivers provide a specific context for assessing the impacts of global urbanization on human relationships to nature. As of 2015, over 50% of the world’s population is urban; in the US and NZ, that figure is 82% and 86%, respectively, according to the World Bank. A consequence of this is a pervasive (though hardly universal) alienation from the natural world of urban citizens. River systems constitute important natural resources where people can have direct and meaningful contact with nature close to where they live.

The stories we tell about cities and rivers are a means of grappling with the ideas and questions noted above. While the natural and social sciences generate vital empirical data on urban rivers, the role of the arts and humanities is uniquely critical to understanding urban waterways and our relationships to them. Our “water stories” are both a means of representing our values and history as well as a method of critique. The fundamental power of storytelling within human experience points to the impact of artistic expression and humanistic analysis on understanding the importance of waterways within urban ecosystems and human communities.

Significance of Study: Understanding the role of water in urban ecosystems is vital to improving the resilience of cities (e.g., protecting people and property from floods and other environmental disasters) and making them more sustainable (e.g., improving water retention and quality through expansion of green infrastructure). Cities are where most people in the world now live, a trend that will continue in coming decades as we grapple with the impacts of climate change, water quality degradation, toxic pollution, and environmental injustice. As a vital resource for all human communities, water is an important node of inquiry within environmental science and, more broadly, sustainability studies.

Urban rivers (and their watersheds, which include tributaries, wetlands, and estuaries) are ideal barometers of the ecological and socio-cultural health of our cities as well as our attitudes about and connections to the natural world. The Otakaro-Avon River is one of New Zealand’s most polluted waterways and, at the same time, one of its most important — both ecologically and symbolically — given the high number of people who live and work within its watershed and its centrality within the city’s earthquake recovery process.

Enhancing our knowledge, awareness, and appreciation of the river’s status and value is vital to its remediation and restoration as a living ecosystem that is not just an integral part of Christchurch’s green infrastructure, but also a significant thread within the city’s historical and cultural fabric. My research will explore how stories have defined the Otakaro-Avon River thus far, and how new ones might shape its sustainable future.

Why New Zealand? As an island country distinguished by highly diverse ecosystems, small and large cities, a vibrant indigenous culture, famously productive agricultural lands, longstanding conservation values, and threatened ecosystems and natural resources, New Zealand is a remarkable laboratory for exploring questions of environmental sustainability in the early 21st century.

Possessing a uniquely complex postcolonial mix of people from indigenous Maori (tangata whenua), European, and trans-Pacific Island cultures, New Zealand is progressive in its formal and structural recognition of indigenous rights, which has important implications for urban sustainable development and environmental conservation. More locally, Christchurch is a vitally important urban center: not only is it the biggest city on the South Island (pop. ~366,000), but its ongoing efforts to recover from the devastating earthquake in 2011 make it a test case for how cities can respond to natural disasters and seize opportunities to improve the sustainability of urban infrastructure, revitalize waterways, increase open space, enhance biodiversity, and involve the citizenry within the ongoing planning and reconstruction process.

Lincoln University: An incredible wealth of people and resources exist in and around Christchurch that would be invaluable to me as a scholar and writer. The Faculty of Environment, Society, and Design and its Department of Environmental Management at Lincoln University — a land-based institution located near Christchurch with a phenomenal array of environmental academic programs and research centres — offer an interdisciplinary community of scholars and teachers dedicated to environmental research and sustainability education.

LU’s Centre of Land, Environment, and People (LEaP), which is closely affiliated with the aforementioned Faculty, provides an intellectual home for research and collaboration with scholars and students from diverse disciplines spanning the natural/social sciences, the humanities, and various technical fields. Additionally, the Waterways Centre for Freshwater Management, a research collaboration between LU and the University of Canterbury, has published a wealth of technical reports on water resources throughout the Christchurch metro area and the Canterbury region, and would be an invaluable resource for advice and collaboration.

Five Faculty Named First-Year Fellows at Roosevelt

I’m honored to be part of the First-Year Faculty Fellows team at Roosevelt University, where I just finished my 20th year of teaching. Looking forward to working with these and other great colleagues on our ACP curricular efforts!

Linda Jones, Dean of Undergraduate Studies at RU, announced the first class of First-Year Faculty Fellows to the university community in today’s broadcast email:

  • Michael Bryson, professor of Sustainability Studies, who will teach his Our Sustainable Future section of ACP 101 that was first offered last fall.
  • Anne-Marie Cusac, associate professor of Journalism, who taught ACP 101 First-Year Seminar for the first time in its initial offering in 2011.
  • Sandra Frink, associate professor of History, who will teach a new First-Year Seminar section entitled Chicago: Past & Present.
  • Elizabeth Meadows, associate professor of Elementary Education/Reading, who will teach a new First-Year Seminar section entitled Becoming a Teacher.
  • Kelly Wentz-Hunter, associate professor of Biology, who will teach her 21st Century Health Care section of ACP 101 that was first offered in 2014.

Each of the five fellows has committed to teaching at least one of the 100-level Academic Communities of Practice classes (First-Year Seminar and Primary Texts) in each fall and spring term of 2016-17 and 2017-18. Even more important to the futures of the two courses, they will act as core faculty for ACP classes, evaluating, reviewing and advising on their content and revision. They also will be central to pedagogy workshops, orientation and skill-building sessions for faculty teaching freshmen.

Linda Jones, Dean of Undergraduate Studies
Address replies to: ljones@roosevelt.edu

#RUinFlint this Weekend

JohnWFountainRoosevelt University journalism professor John W. Fountain and nine students in his JOUR 392 Convergence Newsroom class will be in Flint, Michigan, this weekend to report on the Flint water crisis. They’ll also have the opportunity to cover the Democratic candidates’ debate, broadcasting live from Flint on Sunday evening.

To follow along with the students’ experiences, just watch Twitter this weekend for the hashtag #RUinFlint.

For questions or more information, contact Dr. Marian Azzaro, Chair, Department of Communication (mazzaro@roosevelt.edu).

Looking Back at 2015

RU's Sustainability Plan, adopted 2015
RU’s Sustainability Plan, adopted 2015

This weekend I finished one of my favorite annual writing projects: a comprehensive review of last year’s student and faculty activities and accomplishments in Roosevelt’s Sustainability Studies Program, published on the SUST Blog this morning.

2015 was a notable time of change, transition, and planning: we graduated 11 majors, moved to the College of Arts & Sciences from our longtime home in the College of Professional Studies, hired a new full-time faculty member, welcomed a part-time administrator, helped create the university’s first Strategic Sustainability Plan, held two student symposia and hosted other campus events, engaged in field trips and service learning in our classes, expanded our student internship resources, completed two rounds of departmental strategic planning, launched the Roosevelt Urban Sustainability Lab, and collaborated with the Department of Physical Resources on completing the research for RU’s first STARS assessment report.

I want to sincerely thank all my Roosevelt colleagues and students for all their hard work and enthusiasm on these projects and others. It was an eventful and rewarding year, and I’m hopeful that 2016 will be better yet!

RU Scores Bronze STARS Rating from AASHE: Some Personal Reflections

Last Friday night (Dec. 18th) at 9:30pm, my fellow STARS Reporting Team members and I submitted Roosevelt’s first-ever sustainability assessment report to the Association for the Advancement of Sustainability in Higher Education, resulting in our university’s earning a Bronze rating. As noted here on the SUST at RU Blog, this was a big milestone in our ongoing sustainability work as well as the culmination of research that began last January in my first SUST 390 Sustainable Campus special topics class, when 19 undergraduate SUST majors broke into teams to dig up and organize the massive amounts of data required across every aspect of the university functions — from academics to outreach to operations to administration and planning.

RU SustPlan Cover
The Plan!

But while 2015 at Roosevelt was marked by this year-long effort to complete our first STARS self-assessment, the foundation work that made such a project conceivable, let alone feasible, started much earlier. Notably, in 2014 we undertook a major effort to develop a Strategic Sustainability Plan for Roosevelt, which was completed in November 2014, approved by the RU faculty and administration in February 2015, and released in June 2015.

The Plan is road map for the next five years’ worth of sustainability efforts, and we have now fulfilled one of its high-priority short-term goals in completing our first STARS report. This means we have even more data about where we stand as a university and how we need to move forward to improve our efforts in every facet of our operations, from what courses we offer to how we run student orientation to what food we serve in the dining center. The fact that all STARS data from the several hundred colleges and universities who have submitted reports, including our own, is publicly accessible also means that we can learn from what other institutions are doing in order to improve ourselves.

Starting Small, Thinking Big

Radeck MaryBethOne reflection I’ve had in the wake of finishing our STARS report is about how seemingly small efforts can have big impacts. When I trace the origins of our work on this project, one key starting point is the independent study project SUST major Mary Beth Radeck (pictured at left) did in her SUST 395 internship with RU’s Physical Resources Dept in the spring of 2014. Mary Beth researched campus sustainability planning at US colleges and universities, and her final report was an analysis of those plans as well as a fully fleshed-out process and timeline (pdf) for RU to engage in its own sustainability planning process. This proposal was so compelling and well-researched that we simply had to move forward and do it! While I wouldn’t call Mary Beth’s effort “small” by any stretch of the imagination, the fact that such a major initiative of the university began as one undergrad’s research project is testament to the power of a good idea and the value of thinking big.

Room 1
Student presentations in SUST 390 The Sustainable Campus, Earth Day 2015

Similarly, the SUST 390 class (pdf of syllabus) that worked on researching the baseline data we needed to do the STARS report was itself an experiment from the ground up, one for which we had no blueprint — only faith in the power and potential of student researchers to tackle a complex and extremely time-consuming project in a finite amount of time. While we were exploring unknown territory in the course (which frankly added to its inherent excitement, for me), the value here was obvious: students came through with a tremendous effort and they learned an incredible amount about their university and the STARS system in the process.

STARS Bronze logoWhy I’m Happy We Got Bronze

With sustainability rating systems like LEED or STARS, it’s admittedly easy to get caught up in the chase for achieving the highest rating possible. That’s part of the point of such rating systems: to incentivize institutions to earn high ratings that reflect well upon their efforts and burnish their green reputations. Let’s face it: all of us like accolades, right?

But merely focusing on the particular level of an institution’s STARS rating — gold, silver, bronze, etc. — misses the real significance of undergoing this process of self-reflection and institutional assessment. So here are a few reasons why I’m happy with our Bronze rating here in 2015:

  • Just getting to Bronze itself is a big deal. The STARS assessment system is thorough and exacting, and amassing data and evidence to warrant a Bronze-level certification is difficult, not only in terms of what you have to do to get there, but also in the process of documenting those efforts.
  • Notably, many of the STARS-reporting institutions that are at Silver or Gold achieved those designations in their 2nd or 3rd reporting cycles. So the fact that RU did this in our first go-around is a fine thing indeed.
  • Pursuing sustainability at a college or university campus — let alone a town or a city — is a highly complex and always ongoing task. Our Bronze designation is a literal statement that (a) we’ve accomplished a lot so far, and (b) we’ve still got a long way to go. This in itself is great incentive to keep moving forward, not the least because (like the pursuit of scientific knowledge itself) we will never be done.
  • The teamwork and dedication that made our STARS report possible in the first place is inspiring. This might be the biggest payoff of all: the joy and rewards of working together on a worthy project on behalf of our institution.

Giving Thanks

On that last note, I want to thank the fellow members of our STARS Reporting Team (Rebecca Quesnell, Maria Cancilla, Graham Pickren, Brennan Morrow, and Shannon Conway) who undertook this in the fall of 2015 as a collaboration between the Department of Physical Resources and the SUST Program’s new Roosevelt Urban Sustainability Lab; Paul Matthews, Assistant VP for Planning & Operations, for this unflagging leadership of all things sustainable at Roosevelt; and the students in my SUST 390 Sustainable Campus class last spring (Cassidy Avent, Yessenia Balcazar, Maria Cancilla, Shannon Conway**, Colleen Dennis *, Jordan Ewbank*, Courtney Hackler, Kyle Huff, Reece Krishnan, Tom Lewallen**, Melissa Maslowski, Ana Molledo*, Kelsey Norris*, Jennifer Paddack, Rebecca Quesnell*, Emily Rhea, Deidra Sharp, Sera Sousley** and Jesse Williams*.

(*graduated May 2015; ** graduated Dec 2015).

Fall 2015: Welcome Back to RU

I would like to extend a warm welcome to my students, advisees, and colleagues to the 2015-16 academic year at Roosevelt. Here’s to an excellent Fall 2015 semester! With the recent migration of the SUST program from RU’s College of Professional Studies to the College of Arts & Sciences, my office has moved a few blocks south on Michigan Avenue, from the Gage Building to the Auditorium Building (AUD 829). As noted on my Contact page, phone and email are the same as ever. Please drop by and say hello when you get a chance. And check out this post from the SUST Blog for what’s ahead this year in our program.

On a lakefront hike with students in ACP 101 Our Sustainable Future, 26 Aug 2015 (photo: E. Choporis)
On a lakefront hike with students in ACP 101 Our Sustainable Future, 26 Aug 2015 (photo: E. Choporis)

Interdisciplinarity, Sustainability, & Service Learning

A little while back, I was asked by some of my environmental studies colleagues outside of RU to briefly describe my take on interdisciplinary scholarship in under 200 words. Here’s what I came up with:

An interdisciplinary scholar can speak different disciplinary languages, recognize how they work together, and use that facility to say something unique in the process. Interdisciplinary scholarship is about integration: fitting things together in a complementary, cohesive, creative fashion so that the whole is niftier than the mere sum of its parts. I’ve sung in choirs where men and women blend the different pitches and timbres of their voices in 4, 6, even 8 part harmony. At its best, interdisciplinary work is like that: creating beautiful music from difference, even the occasional dissonance, such as in the give-and-take dialogue of interdisciplinary team-teaching. While most university landscapes remain dominated by disciplinary silos, interdisciplinary teaching and scholarship open up new ground for discovery and connect faculty and students working on problems of mutual interest. 

The last few years I’ve taught in and directed the Sustainability Studies program here at Roosevelt, the curriculum for which was designed in a consciously interdisciplinary fashion to integrate methods and insights from the natural and social sciences as well as the arts and humanities. My own academic background in biology and literature, as well as my many years of working within a multidisciplinary faculty teaching general education to returning adult students in RU’s College of Professional Studies, means I have keen interest in integrating knowledge and research methods from the humanities and natural sciences — something that is an excellent fit within the inherently interdisciplinary endeavors of environmental studies and the newly emerging sustainability studies. In a previous post, I reflect on the relevance/importance of the arts and humanities to matters of environmental science and policy.

Another thought is that service learning provides a powerful vehicle for interdisciplinary teaching and learning — both within the context of a single (potentially interdisciplinary) class as well as in the collaboration of two or more courses from different academic departments. A fascinating model for this is the Sustainable City Year Program, pioneered recently by the University of Oregon and spun off in various ways by other US colleges and universities. This is an action-oriented and sustainability-directed approach to interdisciplinary learning and scholarship that can be tailored to the particular strengths and capacities of a given university.

Sustainability and Biodiversity at the Field Museum

Last Monday, as a warm 60+ degree (F) day enveloped downtown Chicago in a splendid preview of spring, my students and I hiked from Roosevelt’s Gage Building in the Loop to the lakefront, where we strolled southward to that great edifice of natural history and biodiversity, the Field Museum. Once there, we met up with Carter O’Brien, the Museum’s sustainability manager (who basically created the job over a number of years after spearheading the FMNH’s recycling program). Carter gave us a comprehensive walking tour of the museum’s grounds, community garden, and loading dock.

SUST 210 visits the FMNH with Carter O'Brien (front left), the museum's sustainability manager (aka "green guru")
SUST 210 visits the FMNH with Carter O’Brien (front left), the museum’s sustainability manager (aka “green guru”)

Along with many of staff and researchers at the FMNH, Carter has spearheaded the museum’s efforts to green its practices in energy consumption, waste management, food service, recycling, transportation, exhibit design, and gardening. Despite being an institution dedicated to studying and conserving the world’s rich trove of biodiversity, the Field Museum until recently was not at all sustainable in its own operations, an irony not lost on environmental advocates such as Carter and many of his museum colleagues. Now the FMNH is a recognized leader in transforming old buildings into sustainably-managed facilities, as it recently garnered a LEED Gold rating on its operations and maintenance from the US Green Building Council, only the 2nd existing museum building in the US to do so, and it has just received a $2 million grant to redevelop its grounds within Chicago’s famed Museum Campus in ways that enhance biodiversity, water conservation, and public education.

Carter brought us inside through the seemingly ancient (and surprisingly small) loading dock, thorough a phalanx of heavy doors, narrow passageways, and claustrophobic elevators (all part of the FM’s 19th Century charm), and to the Botany research division, one of the four major research/collections areas of the museum. There we met up with the equally ebullient Dr. Matt Von Konrat, who has many titles at the museum but is best known as an early land plant botanist (which means he studies mosses and liverworts both here and abroad) and the Head of Botanical Collections at the museum.

Dr. Matt Von Konrat in the Botany Collection at the FMNH (photo: M. Wasinka)
Dr. Matt Von Konrat in the Botany Collection at the FMNH (photo: M. Wasinka)

Dr. Von Konrat was kind enough to set up a sampling of preserved plant specimens from the Museum’s vast collection, which when arrayed on a huge wooden table represented a journey of 500 million years of land plant evolution. Many of these examples had special significance as type specimens, which are recognized as being archetypal examples of the species that are used for benchmarking certain key identifying characteristics.

Photo: M. Wasinka
Photo: M. Wasinka

One plant, a particularly tiny moss, held special significance in a recent court case about Burr Oak Cemetery scandal  in the far South Side Chicago neighborhood of Dunning. Cemetery caretakers dug up several hundred human remains and dumped them in a mass grave in order to sell additional plots in the cemetery over a several year period. The moss was part of forensic evidence analyzed by Dr. Von Konrat that proved the involvement of cemetery employees in this heinous crime. The story illustrates the profoundly important role that environmental evidence can play in forensics, and the potential value in aligning the study of botany (and sustainability) with that of criminal justice.

After both of these splendid tours, my students and I ventured forth into the public area of the museum — its exhibits, naturally! — where we inspected the notable (and LEED Gold certified) conservation exhibit, Restoring Earth, which documents FMNH efforts to conserve natural and human communities in South America as well as restore local prairie, woodland, and wetland ecosystems here in the Chicago region.

Photo: M. Wasinka
Photo: M. Wasinka