Linking sovereignty, local environments, and climate justice through pipeline pedagogy
Native nations are on the frontlines of resisting pipelines and at the forefront of creating the kinds of relationships required for living well in a just future. Drawing on our experiences working with Native nations in Minnesota as well as teaching, learning, and organizing around North American pipelines, we argue for a pipeline pedagogy that centers sovereignty by supporting Native leaders. Community partnerships, activism, and college courses are three methods for advancing this pipeline pedagogy, which connects environmental and climate justice, social movements, and Native nation sovereignty. We reflect on our experiences in these three domains: developing partnerships between a tribal school and our institutions, teaching and learning in environmental studies courses at a liberal arts college, and organizing with community activists against the Line 3 tar sands pipeline. We offer suggestions for approaches and activities that advance a pedagogy with the power to protect people, prevent pipelines, and promote justice.
Gordon T, Grosse C, Mark B. 2021. Linking sovereignty, local environments, and climate justice through pipeline pedagogy. In: Banschbach V, Rich JL, editors. Pipeline pedagogy: Teaching about energy and environmental justice contestations. Cham: Springer. p. 141-155. https://doi.org/10.1007/978-3-030-65979-0_8