(1) How is pig farming abusive to low-wage workers and the environment? Who feels the greatest impact of the environmental and worker exploitation (across race, class, etc.?)In the course, students are commanded not try to justify the ways they “exploit” animals.
(2) Who are the beneficiaries of this exploitation and abuse? How do they justify it? How do they create the conditions that allow it to happen?
(3) Beyond abuses during production, what are other ways in which the products of industrialized pig farming are harmful? What impact does it have on community health? Whose health is at highest risk and why?
“Animal Rights as Ecofeminism” students must also create their own animal rights campaign which includes an “action” portion — for example, Gorski suggests staging a protest.
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