GEO3133 NIMBYism and the Low Carbon Transition

Module Convenor: Prof. Patrick Devine-Wright

p.g.devine-wright@exeter.ac.uk

1.

Module Information

Welcome to NIMBYism and the Low Carbon Transition, an optional module for third year Geography students at the University of Exeter. This handbook provides essential information about the module, including the module timetable, assessment and topics covered. 2. Credit value

This module is worth 15 credits. 3. Student study time

The University has guidelines regarding how much study time is expected for each credit taken. For each credit, a total of 10 hours study time is recommended, meaning that for this 15 credit module, a total of 150 hours is required for students to successfully pass the module. The 150 hours for this module is comprised of 22 hours of timetabled activity over two terms, plus 128 hours of private study. Private study is the time you spend reading around the material for each lecture and revising for the examination and preparing for other assessment. 4. Members of staff

The module convenor is Prof. Patrick Devine-Wright. Other lecturers on this module include Dr. Karen Bickerstaff. 5. Timetable

This module runs in Term 1 beginning on September 28 th and concluding on December 14th. The module sessions will run on Fridays from 11-12pm in Amory C501 and from 3-4pm in Amory C417. Details are posted on the My Timetable section of your My Exeter portal. Please note that in week 6 (i.e. Friday November 2 nd), there will be no lectures. Further details of the sessions for each week are provided below. 6. Module aims

The module is an opportunity to develop your understanding of how energy infrastructures are transitioning towards low carbon energy sources (e.g. wind, solar, marine), and what implications these transitions are having for identities, roles and practices. In particular, how such transitions are being contested by

publics is a key focus for the module, with a predominant interest in the concept of NIMBYism (Not In My Back Yard) what it means, how it is deployed, by whom and with what implications. Criticisms of the concept are discussed in depth and alternative approaches based on issues of place, equity and justice are explored via empirical research and real-world case studies. 7. Intended Learning Outcomes (ILOs)

On completion of the module, students should be able to demonstrate: Module-specific skills and knowledge: 1. Show a coherent, broad comprehension of energy infrastructures as sociotechnical systems and the challenges arising from policies to mitigate climate change. 2. Critically analyse the strengths and weaknesses of the NIMBY concept as a means to describe and explain social conflicts surrounding the siting of energy technologies. 3. Draw on diverse, multidisciplinary theoretical perspectives, empirical research studies, real-world case studies and practical examples of technology siting and attendant controversies. 4. To gather insights from these multiple sources to appraise the NIMBY concept and consider the value of alternative perspectives and explanations of social conflicts. Discipline specific skills and knowledge: 1. Critically evaluate geographical arguments on NIMBYism and spatial exclusion. 2. Interpret advancedlevel texts that make geographical arguments about energy transitions. Personal and key skills: 1. An ability to identify, acquire, analyse and synthesise information from a range of sources. 2. An ability to undertake independent/self-directed study/learning (including time management) to achieve consistent, proficient and sustained attainment. 3. An ability to work as a participant or leader of a group and contribute effectively to the achievement of objectives. 4. An ability to develop a sustained and reasoned argument. 5. An ability to communicate ideas, principles and theories effectively and fluently. 8. Learning and teaching methods

The module comprises 22 hours of timetabled sessions that consists of two separate hours of contact on Fridays. These sessions will be diverse, involving a mix of structured, formal teaching sessions as well as opportunities for collaborative learning involving small-group discussions, debates and engagement with online resources. Supporting material will be placed on the Universitys virtual learning environment website, ELE: http://vle.ex.ac.uk 9. Timetable and themes Theme Introduction to the module; workshop on the NIMBY concept; Energy infrastructure as socio-technical systems: generation, supply and use Energy and publics: understandings, engagement and everyday practices; workshop on domestic energy systems and practices The low carbon transition: shifting socio-technical systems, roles and identities; workshop on decentralised/community energy Socio-spatial conflict and the NIMBY concept NIMBYism, imagined publics, and engagement rationales; formative essay plan Opportunities week no class Critiques of NIMBYism: accuracy, validity and value; Debate the viewpoints of Wolsink and Hubbard (2006); formative assessment Beyond NIMBYism: place, equity and justice; case study: Corrib Gas and the Rossport 5 Offshore wind energy case study: the Gwynt y Mor project Tidal and wave energy case studies: SeaGen and WaveHub projects High voltage electricity power lines case study: the Hinkley Point C power line project Looking to 2050 the DECC Calculator; Revision session

Week - Date 1 28/9 2 5/10 3 12/10 4 19/10 5 26/10 6 7 9/11 8 16/11 9 23/11 10 30/11 11 7/12 12 14/12

11.

Learning resources

All information regarding the module, including this handbook, PowerPoint slides from lectures and reading lists will be provided on the ELE site: http://vle.ex.ac.uk Slides will be uploaded onto ELE immediately following each weeks class.

As with all undergraduate learning, to be able to pass the module you must undertake wider reading. You cannot expect to pass the module relying only on lecture notes. The lectures are designed as a way of introducing you to the material, but they are not designed as full accounts of the topics involved it is your responsibility to read around each topic as part of your revision for the examination and for your project. This is part of the 150 hours study time allocated for the module. In addition, several classroom sessions will be conducted in small groups, featuring opportunities to discuss and debate practical activities or specific readings you will have undertaken during the previous week. Students taking the module will be expected to work as a participant or leader of a group and contribute effectively to the achievement of objectives; to develop a sustained and reasoned argument and to communicate ideas, principles and theories effectively and fluently. Reading lists A detailed reading list is available on the ELE site for the module that consists of key journal articles as well as several books on the theme of NIMBYism. These are available in the University Library. For a good overview of NIMBY issues related to several energy technologies: Devine-Wright, P. (Ed.) (2011) Renewable Energy and the Public: From NIMBY to Participation. London: Earthscan. Key journal articles on NIMBYism: Bell, D., Gray, T., & Haggett, C. (2005). The Social Gap in wind farm policy siting decisions: Explanations and policy responses. Environmental Politics, 14, 460477. Burningham, K. (2000). Using the Language of NIMBY: A topic for research not an activity for researchers. Local Environment, 5, 5567. Dear (1992) Understanding and overcoming the NIMBY syndrome. Journal of the American Planning Association, 58, 288-300. Devine-Wright, P. (2009) Rethinking Nimbyism: the role of place attachment and place identity in explaining place protective action. Journal of Community and Applied Social Psychology, 19(6), 426-441. Hubbard, P. (2006) NIMBY by another name? A reply to Wolsink. Transactions of the Institute of British Geographers, 31 (1), 92-94. Wolsink, M. (2006) Invalid theory impedes our understanding: a critique on the persistence of the language of NIMBY. Transactions of the Institute of British Geographers, 31(1), 85-91.

Wider engagement, discussion and questions The topic of NIMBYism and the low carbon transition is one that is fast-moving, relevant and of interest to many in wider society. Accordingly, reading the press, watching TV and following relevant social media groups will provide you with a better understanding of these issues and can inform your learning. You should be prepared to draw on this wider engagement during informal learning sessions such as discussions and debates, as well as in your assignments. Here are some examples of sources you can access: Government sources of information: 1. Digest of UK Energy Statistics (DUKES): http://www.decc.gov.uk/en/content/cms/statistics/publications/dukes/dukes.aspx 2. DECC Planning database maps of sites of PV, wind and biomass in England, Scotland and Wales showing prevalence of wind farms in rural areas and can drill down to Devon and Cornwall specifically: http://restats.decc.gov.uk/app/pub/map/map/ 3. The National Heat Map - online tool showing sites of thermal power stations (e.g. gas or combined heat and power) and centres of heat density: http://ceo.decc.gov.uk/nationalheatmap/ 4. DECC 2050 Calculator online tool to investigate the carbon implications of different future supply and demand scenarios by 2050: http://www.decc.gov.uk/en/content/cms/tackling/2050/2050.aspx Information on renewable energy technologies and resources: Boyle, G. (Ed.) (2004) Renewable Energy: Power for a Sustainable Future. Oxford University Press: Oxford, 2nd edition. MacKay, D. (2009) Sustainable Energy without the hot air. UIT: Cambridge. NIMBY place-protection campaigns covered in the module: Offshore wind farm: Save our Scenery, Llandudno, North Wales: http://www.saveourscenery.com/ Electricity Powerlines: Save our Valley, Nailsea, South West England: http://www.save-our-valley.co.uk/ Rossport 5/Corrib Gas/Shell to Sea campaign: http://www.shelltosea.com/

In addition, there are often University lectures and seminars that are on the topic of environment, sustainability and climate change to which you are welcome. Full details will be provided as they become available. You can also use the ELE Discussion Forum to hold discussions and ask questions. Please make use of this facility as responses from others are often helpful to everyone please therefore avoid sending individual e-mails to staff with questions. 12. Assessment

The module has two types of assessment: formative and summative. Formative assessment is work that you do which does not count towards the final module mark, but which is designed to help you learn and prepare you for summative assessment. Summative assessment is that which counts towards the final module mark. Formative Assessment During the module, you will be asked to participate in a number of individual and group exercises to assist your learning and understanding of the material. This will include some home energy work (weeks 1 and 2) to discover the kinds of energy source and technologies used where you live, and a debate on the value of the NIMBY concept from the perspectives of two academic writers (week 7, Wolsink and Hubbard). In addition, a formative essay plan will be set in which you will be asked to draft a one-page essay plan for a sample question. You will be asked to bring this to the relevant class to compare with the example we describe. Formative assessment is not marked, but is designed to assist your learning and to prepare you for the summative assessments. The essay plan should be completed by November 9th (week 7). Summative Assessment The summative assessment for this module is divided into two parts: an exam (60%) and a written assessment (40%). 1. Written Examination in May/June 2013

This ONE HOUR examination will be held during Term 3. You will be asked to answer two questions, one from section A and one from section B of the paper. Each section will have a choice of questions. The questions will be in essay-style. Examples include:

To what extent is the NIMBY concept a useful way of thinking about social conflict in the low carbon energy transition? Why does so much controversy surround the siting of low carbon energy technologies? Given the time-lag between terms 1 and 3, we can discuss the utility of a revision session in term 3 to assist with exam preparation. 2. 2000 word essay

Choose from one of the following: What does the concept of energy citizenship refer to? To what extent do you think this concept aligns with an energy system that is more decentralised? Discuss the range of meanings associated with the term community energy. To what extent does the increasing prevalence of the term in the UK suggest a novel re-configuration of roles, identities and technologies of energy generation, supply and use? The deadline for submitting this assessment is Monday January 7th 2013. You should hand-in your work in accordance with the procedures set out by the Geography Education Office, available on the Student Gateway on ELE (GEOstudentgatewayexeter). Please ensure that your work is prepared in accordance with Geography Referencing and Style Guidelines and that you follow the instructions relating to Word Counts (see the Referencing and Style Guide and Word Count documents on the Student Gateway).