a critical inquiry framework for analyzing systems impacting climate change
TRANSCRIPT
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A Critical Inquiry Framework for Analyzing Systems Impacting Climate ChangeRichard Beach, University of MinnesotaDigital handout:
http://tinyw.in/a3mo
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Paris goal: Limit to 2.0 C. increase
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6 Months: 12-14 inches of rainfall
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Lack of snowpack in the West
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Trump: No drought in California“We’re going to solve your water
problem. You have a water problem that is so insane. It is so ridiculous where they’re taking the water and shoving it out to sea” (USA Today, June 1, 2016).
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Artic melting: 1982 to 2012
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South Beach, Miami today
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South Beach, Miami: 12 foot sea-level rise
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Need for radical, systemic change
Naomi Klein: “Either we embrace radical change ourselves or radical changes will be visited upon our physical world…The status quo is no longer an option.”
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Change in beliefs and behaviorsFrom scientific evidence ?????From shared social participation
in communities and organizations◦Provides hope beyond despair◦Inspires imagined options
Use of drama or games
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Teaching for changeDiana Liverman: I give examples of
how individuals change laws, campaign for low carbon public transport and organize to elect officials who protect the environment. And I have students who lead campus “green” organizations – such as the “Compost Cats” that recycle campus, community and even turn waste into compost — give guest lectures.
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Critical analysis of systemsEnergyTransportation/Urban-building
designAgricultureEconomicPolitical
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Critical analysis of systemsObject: “What drives a system?”
Tools: “Use of language, rhetoric, and/or narratives to achieve this object?”◦Language use: “war on coal”◦Rhetoric: Change audience beliefs◦Narratives: Imagined alternatives
Norms: “What rules do people follow to achieve this object?”: drama/games
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Narrative tools: ChangeFalse binary thinking (Shaw &
Nerlich)◦Cost-benefit analysis◦Pristine nature vs. economic growth◦Either-or neo-liberal balance sheet◦Narrative of heroes fighting to
protect nature or protect fossil future status quo: “War on Coal”
Need for alternative imaginaries
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Students’ civic engagmentReport cards: Community effortsPetitions: Oregon students
federal lawsuitPosition statements: Portland
SchoolsWhite papersConsumer praise/complaintsDivestment proposals
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Energy systems
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Clean energyObjectToolsNorms
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Challenges: Lack of subsidies and fundingContinued use of coal and oil Wind and solar energy are diffuse Need massive energy
transmission grids for people in remote areas
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Power Up game
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Transportation/urban/building designObject: Reduce traffic and
building energy use Tools: Driverless cars/mass
transit◦Cut parking need and lots◦Plant more tree
Redesign buildings to cut energy use
Norms: Value walking and green space
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Activity: Redesign school/communityGreen School Initiativehttp://
www.greenschools.netEnergy saving strategies and
policiesCommunity lobbying: Report
Card
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Agricultural
Object: Reduce energy use (30% of emissions from agriculture)
Tools: Reduce meat production, mono-crops, water use, fertilizers, food waste
Norms: Value sustainable agriculture
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Carbon removal from soilTilling,
deforestation, wetlands destruction
Toxic fertilizers and pesticides
Stripped 136 billion tons or 50%-70% of carbon from soil
soil carbon sequestration
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Release of methane gas
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Release of methane gasOne molecule of methane: warms
earth 30 times more than molecule of CO2
Melting permafrost Leaking with frackingMicrobes
◦Wetlands/rice paddies: Heavy rain◦Cows
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Activity: Food consumptionCafeteria food optionsGrocery store choicesInterview farmers: sustainability
practices
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EconomicObject: Reduce needless
consumption impacting energy use Tools: Purchase clean/green products
◦Electric cars◦Solar panels
Norms: Transformation of consumer capitalism◦Naomi Klein: This Changes Everything◦ http://thefilm.thischangeseverything.org. ◦StoryofStuff.org
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Reflect on consumptionBreanne Fahs: Students collect trash
that they created over a two-day period that they must then carry around in a bag. Students then wrote a paper describing the kinds of trash they collected, changes in their lifestyle and consumption associated with producing less trash, and potential impacts on climate change through reduced consumption.
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Media: Corporate economicsABC, CBS, NBC, and Fox: devoted
only 146 minutes to climate change in 2015
New York Times, The Guardian, Los Angeles Times vs. Wall Street Journal and USA Today
Activity: Students analyze reports: ◦“false equivalency”: need for “both
sides”
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Activity: Consumption diaryRecord consumption practicesInfluence of advertising on
choicesInfluence of social media
◦Need to consume content◦Supporting advertisers
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PoliticalObject: Resist federal
government gutting of clean energy development
Tools: Support local clean energy initiatives and policies creating jobs
Norms: Value transformation to a clean energy economy
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Koch funding of Senate races
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“Dark-Money” Fossil Fuel CabinetMarc Short, “Senior Advisor”: Freedom Partners, the
Koch Industries political-donors group, Michael McKenna, Energy Department, MWR
Strategies, client of Koch Companies Public SectorMichael Catanzaro, Energy Department, CGCN
Group, client of Koch Industries and Devon Energy Corporation, a fracking firm
Myron Ebell, E.P.A. transition, Competitive Enterprise Institute, funded by Exxon-Mobil and Koch Industries.
David Schnare, E.P.A. transition, Energy and Environment Legal Institute, funding from coal companies, “harassment” (Union of Concerned Scientists) of climate scientist Michael Mann
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Trump withdrawal from Paris climate change agreement1): Cancel agreement itself
◦But still obligated through 20192): Executive order: Withdraw
from the United Nations Framework Convention on Climate Change (UNFCCC) within one year◦ U. S. no longer obligated to make
payments to the U.N. Green Climate Fund
◦Other countries also withdraw
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Activity: Mock court caseStudy Our Children’s Trust
Oregon lawsuit in Federal Courts (see handout)
Student suitors: Suing U.S. government
Fossil fuel/political groupsWitnesses effected by climate
changeJudges who make a decision
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BBC Climate Challenge
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One player’s experienceThis game starts with the player
assuming the role of the President of the European Nations, and the task at hand is to stop climate change by the year 2100.
I was constantly voted out of office, because I would tend to lean towards the climate change side of things, which most people were not very happy with.
Trying to find a balance between what the people want and what the Earth needs was so difficult that I would only make it past a few turns
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Further resourcesDigital handouthttp://tiny
w.in/a3mo
Book websitehttp://tiny
w.in/8hLS