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The devastating 2020 wildfires in Oregon provide an opportunity to revisit the “discursive creation of homelessness” first identified by Céline Pascale in this journal in 2005. Drawing on physical observation of the unfolding event and discursive analysis of media reporting (print, radio, and television), we find radically different media coverage of people unhoused by wildfires and those previously unhoused but also affected by the fires. Journalistic uses of nomenclature and reported speech, portrayals of agency, and exclusion of marginalized voices provide current examples of the stratification of deservedness. The wildfires, deemed a natural disaster but simultaneously an “unnatural” cause of houselessness, reinforced the differential material treatment of “evacuees” as a special category deserving of aid and support in contrast to people living unhoused before the wildfires. Yet this reasoning ignores the temporal dimensions of displacement and lack of housing, which independent of their causes produce compounding and tangible socio-economic and physical effects on those affected. We argue that as climate change-related disasters such as wildfires displace more people in Oregon and across the United States, the origins of houselessness will be less meaningful while societal response and compassion will matter more.

Today’s students arrive to college with increased environmental awareness but often without the skills necessary to sort, interpret, and critically think about global environmental change or their relationship to it. To address the barrier of perceived student powerlessness in global environmental problems, we designed a transdisciplinary project for students to begin to take ownership of their learning experience, gain competencies in basic social science research methods, and explore agency with a community partner. In this case study, we narrate one exercise in which students created a public product of collated newspaper articles related to contemporary water issues in Oregon. The project involved the creation of an online database that resulted in a learning tool for future courses, a base for transdisciplinary research, and a deliverable for the public. The exercise proved valuable in demonstrating how students can engage with concepts of activist applied linguistics to evaluate positionalities of news sources while situating themselves as active and engaged members in their local environment. Homework assignments throughout the course revealed that students (1) gradually reported more positive and action-oriented views of their role in the environment and (2) developed greater competency in weighing the quality of media sources around environmental issues. We conclude with guided learning questions for faculty interested in implementing a similar exercise as well as suggested student discussion questions.