Matching Items (2)
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- All Subjects: Settler colonialism
- Creators: Klinsky, Sonja
- Member of: Theses and Dissertations
- Resource Type: Text
Description
Contemporary renewable energy transitions require the extraction of critical minerals necessary to produce new green technologies. The Stibnite Gold Project located in Valley County, Idaho, is one of many proposed mine sites to supply raw materials for renewable energy infrastructure. A variety of actors including the mine operator, Perpetua Resources, use varying approaches to risk to measure the impacts of potential mine operations. A formal permitting process facilitated by US regulatory bodies assess these risks and proposals for their mitigation. This study examines the permitting process for the proposed mine, the Stibnite Gold Project, in Idaho in order to better understand what risks are considered and how they are conceptualized. Specifically, it examines public discourse from the mine operator Perpetua Resources, key regulators, key NGOs, and the Nez Perce tribal community. A critical discourse analysis reveals the development of distinct risk, economic, restorative, and decision authority narratives among each actor. These narratives shape approaches to risk. However, they also reveal settler colonialism and other intersecting systems of oppression are reinstated and/or resisted in each actors approach to risk. Drawing on existing literature as well as new empirical data from the discourse analysis, this study shows limits to prevailing approaches to risk that need to be addressed so that future efforts to advance sustainability-driven renewable energy transitions do not impose unjust costs on Indigenous peoples.
ContributorsStempel, Khampha (Author) / Calhoun, Craig (Thesis advisor) / Carralero, Pamela (Committee member) / Klinsky, Sonja (Committee member) / Nelson, Melissa (Committee member) / Arizona State University (Publisher)
Created2023
Description
University-level sustainability education in Western academia attempts to focus on eliminating future harm to people and the planet. However, Western academia as an institution upholds systems of oppression and reproduces settler colonialism. This reproduction is antithetical to sustainability goals as it continues patterns of Indigenous erasure and extractive relationships to the Land that perpetuate violence towards people and the planet. Sustainability programs, however, offer several frameworks, including resilience, that facilitate critical interrogations of social-ecological systems. In this thesis, I apply the notion of resilience to the perpetuation of settler colonialism within university-level sustainability education. Specifically, I ask: How is settler colonialism resilient in university-level sustainability education? How are, or could, sustainability programs in Western academic settings address settler colonialism? Through a series of conversational interviews with faculty and leadership from Arizona State University School of Sustainability, I analyzed how university-level sustainability education is both challenging and shaped by settler colonialism. These interviews focused on faculty perspectives on the topic and related issues; the interviews were analyzed using thematic coding in NVivo software. The results of this project highlight that many faculty members are already concerned with and focused on challenging settler colonialism, but that settler colonialism remains resilient in this system due to feedback loops at the personal level and reinforcing mechanisms at the institutional level. This research analyzes these feedback loops and reinforcing mechanisms, among others, and supports the call for anti-colonial and decolonial reconstruction of curriculum, as well as a focus on relationship building, shifting of mindset, and school-wide education on topics of white supremacy, settler colonialism, and systems of oppression in general.
ContributorsBills, Haven (Author) / Klinsky, Sonja (Thesis advisor) / Goebel, Janna (Committee member) / Schoon, Michael (Committee member) / Arizona State University (Publisher)
Created2022