Abstract
This article notes that two analytical lenses, one focused on the Blocal^ and the other on the Bglobal,^ have influencedtheEnvironmentalStudies and Sciences(ESS) cur- riculum from its earliest days. It argues that, while vitally important, in the Age of the Anthropocene, the local/global paradigm is not enough. A necessary corrective is the incor- poration of a regional analytical perspective. Such a perspec- tive is needed to provide students with meaningful knowledge of peoples, their livelihoods, and their relationship to ecosys- tems in parts of the world between the local and the global. Revealing the networked relationships between places in con- crete human terms sensitizes students to the complex reasons for ecological destruction and better prepares them to contrib- ute tomorejustandsustainableoutcomes.The paper definesa regional perspective; demonstrates the value of a regional lens to ESS using a case study of one region (Asia) and one envi- ronmental issue (land use changes due to commodity crop expansion); reviews empirical information on how the Asian region is presently incorporated in the undergraduate ESS curriculum; and, based on these findings, concludes by ad- dressing how a regional lens might be more fully incorporated in undergraduate ESS teaching.
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