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Aktuelle Version vom 27. Januar 2021, 09:37 Uhr

The Dilemma of environmental democracy - digital

Environmental-democracy.jpg


Environmental democracy is based on the idea that land and natural resource decisions adequately and equitably address citizens’ interests. Rather than setting a standard for what determines a good outcome, environmental democracy sets a standard for how decisions should be made. This building block presents this concept and aims so that participants will take a critical point of view.

First, the participants get to know general information on the concept of environmental democracy, pointing to international organizations such as the World Resource Institute (WRI) and Center for International Environmental Law (CIEL), which works to ensure that communities have the right and ability to influence decisions about their future. Then the main points of environmental democracy are presented, these are the ability for people to freely access information on environmental matters, meaningfully participation in decision-making and enforcement of environmental laws or compensation for damages.

In the first part of the session, participants will discuss in small groups a current situation that is happening around the world and analyze it with the concept of environmental democracy. Then, the facilitators will present the connections of the theme with the Cake for Simultaneously Eating and Keeping and present some questions and matters that should be discussed again in small groups.

Title
The Dilemma of environmental democracy - digital
Topic
The dilemma of environmental democracy: The effect and role of individuals of different parts of the society facing an environmental issue.
Type
Digital
Keywords
Democracy, Environmental issues, International community, Access to information, Participation and Justice
Competences
Perspective-Taking, Anticipation, Gaining Interdisciplinary Knowledge, Cooperation, Coping with Dilemmas of Decision-Making, Participation, Acting Morally, Supporting Others
Forms of Learning
Cooperative, fact-oriented
Methods
Role play and group discussion
Group Size
>2
Duration
30 minutes
Material and Space
included
Quality
good - building block developed by participants in Berlin
Semester
Winter Semester 2020/21


Preparation and Follow-Up

Facilitators’ Preparation

The facilitators research and learn about the concept of environmental democracy, its principles and its foundation; taking into account all different spheres that can correlate or interfere with the topic. This acquisition or deepening of the knowledge should happen both from an academic point of view and in case studies, preferably with updated examples (since these are frequently being updated and brought into the public discussions by the news).

In order to learn about the topic and be encouraged to read and see videos about environmental democracy, it is also strongly encouraged to take into account discussions developed at symposiums which focus on the topic.

The facilitators assess the participants' preparation and feedback. They verify and if needed adjust the tasks of the building block according to the number of participants and/or the type of class (if it is online or face-to-face). It is also the facilitator’s task to set up a forum or another platform for the participants follow-up and/or questions and comments.

It is recommended that the facilitators invite the participants to follow the news about the given situation and see the actual solution to the problem, then analyze it to see if it’s in the path of environmental democracy or not.

Participants’ Preparation

The participants receive materials that introduce the concept of environmental democracy through texts and videos. Good sources are the Center for International Environmental Law (CIEL), the Aarhus Convention and the World Resource Institute (WRI). Furthermore, they will receive a test about a current issue that is happening around the world that will be then discussed in the session.

Participants read a short description about Environmental Democracy, watch a video about environmental democracy and read two texts that deal with the problem of hydroelectric dams in Panama.

Participants’ Follow-Up

Students will be asked to reflect their thoughts and feelings toward the building block in their learning journal and post the answer to the given questions in the forum.

Schedule

Minute 00 - Introduction

Notes

The facilitators start the Introduction of the building block and summaries the main characteristics of the theme.

Slides

Schedule of Today’s Session

  • 00:00 Greeting & Introduction to the topic
  • 00:05 Role play
  • 00:25 Tool Cake for Simultaneously Eating and Keeping
  • 00:30 Conclusion

Environmental Democracy

  • “Environmental democracy sets a standard for how decisions should be made”
  • At its core, environmental democracy involves three mutually reinforcing rights that, while independently important, operate best in combination: **the ability for people to freely access information on environmental quality and problems,
    • to participate meaningfully in decision-making, and
    • to seek enforcement of environmental laws or compensation for damages.

https://www.ciel.org/issue/environmental-democracy-access-rights/#:~:text=Environmental%20democracy%20is%20based%20on,how%20decisions%20should%20be%20made.


Minute 05 - Preparation of the different groups

Notes

The facilitators introduce the tasks for the small group work and additionally explain the situation in Panama.

Taking into account the increase of electricity consumption in Panama, a new hydroelectric dam is supposed to be constructed. This issue involves different groups: the people that live in the area in which the lake would be developed, the company who is building and gaining profit, the government in Panama, the Panama's and the international community.

The participants are divided in 5 groups (which can change regarding the chosen case study) and given a role to be analyzed.

Questions are given to work as a guideline in the small group discussion. Each group selects one person that will represent the group in front of the whole class and give the group/role positioning regarding the case study.

Slides

Overview

  • Please discuss these questions in your small group that represents one role of the case study.
    • 1 - Generadra del Istmo S.A. (GENISA); (company who is building the hydraulic dam and gaining profit)
    • 2 - Ngäbe families;
    • 3 - Panama community;
    • 4 - Panamanian government;
    • 5 - International community;


Guideline questions

  • What are your rights?
  • How are you affected by the issue? And how do you affect it? Is it direct or indirect?
  • How can you interfere in the issue?
  • Choose one person to represent your group and give your positioning to the whole class after the break-out-session.


Minute 14 - Presenting the group perspectives in the plenary

Notes

All participants come back to the large group. Each group briefly presents how they have answered the questions from the given perspective.

Slides

  • Presentation of the different stakeholders
  • Each representative has one minute to give their input. Order of presentation:
    • 1 - Generadra del Istmo S.A. (GENISA); (company who is building the hydraulic dam and gaining profit)
    • 2 - Ngäbe families;
    • 3 - Panama community;
    • 4 - Panamanian government;
    • 5 - International community;

Minute 20 - How to implement environmental democracy in this case study?

Notes

The facilitators present the tasks/questions to consider in the reflection process. The participants are again divided into the same small groups.

Slides

Guideline questions:

  • Now you have heard the other parties, would you change your positioning?
  • How are you implementing environmental democracy?
  • Considering the discussion with the role play, how do you correlate environmental democracy and capitalism?

Minute 27 - Summary, Tool and Follow - Up

Notes

Participants analyze their role and their part through the role play, to see how they can implement environmental democracy in the society, and what are the obstacles in the way of achieving it. They will be invited to think about how they can use their power as an individual and also as a part of the society to implement environmental democracy.

The facilitators link the conclusion of the discussion and role play with the Blue Engineering Tool “Cake for Simultaneously Eating and Keeping”.

Slides

Cake for Simultaneously Eating and Keeping

Our dilemma is that we hate change and love it at the same time; what we really want is for things to remain the same but get better. - Sydney J. Harris

As human beings we find ourselves repeatedly in situations in which we know better, but act against this better knowledge. In other words, everyone knows what is going on, but continues to participate. This cognitive dissonance is not easily resolved, however it is a good start when individuals not only participate, but also seek out alternative paths.


Follow Up

  • Please reflect upon these questions and write your answer in the forum.
  • What is the importance of society's involvement in resolving an environmental issue?
  • How to make society more conscious/ engage?
  • (Optional) If you are interested in learning more about the functionality of hydroelectric dams and their impact on the environment and society, we encourage you to watch this TEDex video: https://www.youtube.com/watch?v=BmG5OzIW5_8

Notes and Remarks

Authors’ Note

Facilitators should always search for an up-to-date issue to be discussed in order to enhance the participants' engagement. This building block can be variably adapted to other problems of environmental democracy.

Further Notes

None.

References

Materials

Participants’ Preparation

Notes

Facilitators research if there is any other video or material more current online so that the building block is as updated as possible.

In order to prepare for the building block, the participants have to do four tasks.

  • Read a short description about Environmental Democracy.
  • Watch a video about environmental democracy
  • Read the text “Barro Blanco Hydroelectric Dam Threatens Indigenous Communities, Panama”
  • Read the text “ Hydroelectric Dams Functionality and Social and Environmental Impacts”

Preparation

Please read this short description and watch the video about Environmental Democracy:

Environmental democracy is based on the idea that land and natural resource decisions adequately and equitably address citizens’ interests. Rather than setting a standard for what determines a good outcome, environmental democracy sets a standard for how decisions should be made.

Access to Information: Need to make mandatory the provision of information such as environmental impact assessment, project development plans and pollution discharges. Free of charge and accessible in the language and source;

Public Participation: Application of methods that improve the flow of information between communities and government or private sector decision makers;

Access to Justice: Right to seek justice, such as compensation or appealing a project when there is a lack of access to information and participation.


Barro Blanco Hydroelectric Dam Threatens Indigenous Communities, Panama

Then please read this short text about a current issue that is happening in Panama and after read the complementary information on Hydroelectric Dams. You will discuss it on the building block regarding Environmental Democracy.

https://www.ciel.org/project-update/barro-blanco/ 1

Despite both local and international opposition, the Barro Blanco hydroelectric dam project on the Tabasara River in the Chiriqui Province of Panama remains a source of controversy. If completed, the nearly $80 million project will displace indigenous Ngäbe families and result in significant impacts on the local communities – including flooding cultural, religious, and historical sites.

Neither the Panamanian government nor the company building the dam, Generadra del Istmo S.A. (GENISA), adequately consulted the indigenous communities that will be affected by the project, in violation of the community’s right to free, prior, and informed consent. The dam also threatens to violate the human rights to property, housing, food, water, culture, and education. Further, once the dam is completed, the Tabasara River will be converted from a functioning source of water and food into a stagnant lake ecosystem. The Ngäbe have formed a strong campaign (“la lucha contra Barro Blanco”), which CIEL supports in coalition with other national and international NGOs.

Barro Blanco project is a prime example of how policies intended to solve one problem can cause unintended but devastating impacts on local communities and ecosystems– in this case, a hydroelectric dam designed to reduce carbon emissions will cause irreparable harm to the Ngäbe people whose lives and livelihoods depend on these lands and resources. Barro Blanco was registered under the UN’s carbon offsetting scheme known as the Clean Development Mechanism (CDM) and was thus eligible for carbon credits. Established under the Kyoto Protocol, the CDM has no standards to protect against human rights abuses and does not provide a means for affected people and communities to register complaints. In late 2016, under pressure from communities and international allies like CIEL, Panamá withdrew the project’s registration as a CDM project.

CIEL has supported local communities working to ensure that projects like Barro Blanco are in compliance with national and international law. At the international level, CIEL highlights the case of Barro Blanco to expose the human rights concerns that must be anticipated and addressed before funding flows or accreditation is given from climate finance initiatives (like the CDM) or development banks (in this case the German Investment Corporation (DEG), the Netherlands Development Finance Company (FMO), and the Central American Bank for Economic Integration (CBIE).

Hydroelectric Dams Functionality and Social and Environmental Impacts

< https://engenharia-sustentavel.com/usinas-hidreletricas-e-seus-impactos-ambientais/

With the oil crises, the generation of electric energy through Hydroelectric Plants was considered the best option for energy planning due to its low cost of implementation when compared to other energy sources (fossil fuel for example), in addition to having great reliability in its generation. In addition, despite being a clean and renewable source, the social and mainly environmental impacts caused by society pressuring new constructions of such scope.

The greatest environmental impact caused by the installation of hydroelectric dams are the floods that occur with the construction of large reservoirs for the accumulation of water and regularization of flows. As a result of floods, changes in the water regime and formation of microclimates occur, damaging the biological diversity present there, and may even extinguish species of its fauna and flora. With the anaerobic degradation of organic matter, floods end up being a source of greenhouse gas emissions to the atmosphere. In addition, there is a need for a preliminary study for the relocation of people and wild animals from the receiving region due to the large floods that affect rural properties before the banks of the reservoirs, common soil areas usually have high natural fertility.

However, the biggest culture shock would come, as Indians and fishermen dependent on the river to guarantee their productivity. Thus, when discussing and analyzing the effects of hydroelectric dams, it is not expected to cancel the already consolidated importance of these works, as this would involve questioning the country’s own development model, substantiated by portentous works.

Presence time - Materials

There are no extra materials that will be used during the implementation of the building block.


Participants’ Follow-Up

Notes

In this section students will be asked to answer the given questions and reflect upon them in the forum. Also, they will be asked to share their thoughts and feelings in their learning journal.

Follow-Up=

  • Please share your thoughts and feelings in your learning journal.Reflect upon these questions and write your answer in the forum.
  • What is the importance of society's involvement in resolving an environmental issue?
  • How to make society more conscious/ engage?
  • (Optional) If you are interested in learning more about the functionality of hydroelectric dams and their impact on the environment and society, we encourage you to watch this TEDex video: https://www.youtube.com/watch?v=BmG5OzIW5_8
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