Hostname: page-component-7479d7b7d-68ccn Total loading time: 0 Render date: 2024-07-10T07:27:44.993Z Has data issue: false hasContentIssue false
  • English
  • Français

A new narrative for sustainability: Exploring biogas plants as ‘first movers’ in raising energy awareness

Published online by Cambridge University Press:  21 September 2021

Justyna Chodkowska-Miszczuk Open the ORCID record for Justyna Chodkowska-Miszczuk [Opens in a new window]
Justyna Chodkowska-Miszczuk*
Affiliation:
Department of Urban and Regional Development Studies, Faculty of Earth Sciences and Spatial Management, Nicolaus Copernicus University in Toruń, Lwowska 1, 87-100Toruń, Poland
*
E-mail: jchodkow@umk.pl
Get access Rights & Permissions [Opens in a new window]

Abstract

It is not only worth talking about the chances of survival in the fight against emerging environmental and socio-economic threats, but it is necessary to use all possible means to influence public awareness. It is awareness that shapes our attitudes and literacy. The core of these tools is cross-sectoral place-based education. This raises the question of the role of new energy actors in the education process. As ‘first movers’, they have enormous power in the local community. Are they therefore merely energy producers, or perhaps, using their position, are they actively involved in creating local energy behaviours? A combination of social research methods including qualitative studies helped respond to this question. As the study shows, an opportunity for effective education is contextualisation, embedding educators in the local social structure and including first movers – energy producers – in this process. Biogas entrepreneurs transpose the knowledge of renewable energy – a globally known issue – to the local level. The provision of comprehensive education requires institutional support focused on building partnerships between policy makers, teachers and practitioners, enabling not only trans-sectoral contact but also the exchange of experience.

Keywords

non-formal educationfirst moversrural areassustainabilityenvironmental awareness
Type
Article
Information
Australian Journal of Environmental Education , Volume 38 , Issue 2 , June 2022 , pp. 152 - 167
Check for updates
Copyright
© The Author(s) 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adlong, W. (2012). 100% renewables as a focus for environmental education. Australian Journal of Environmental Education, 28, 125–155. https://doi.org/10.1017/aee.2013.5 CrossRefGoogle Scholar
Agenda na rzecz zrównoważonego rozwoju 2030: W kierunku pomyślnego wdrożenia w Polsce . (2017). Seria Lepsza Polityka Państwa, OECD (in Polish)Google Scholar
Baran, J., Lewandowski, P., Szpor, A., & Witajewski-Baltvilks, J. (2018). Coal transition in Poland: Options for a fair and feasible transition for the polish coal sector. IDDRI and climate strategies. https://coaltransitions.org/publications/coal-transition-in-poland/ (accessed May, 15, 2021)Google Scholar
Becker, L., & Müller, A.P. (2013). Narrative and Innovation. In Müller, A.P. & Becker, L. (Eds.), Narrative and Innovation: New Ideas for Business Administration, Strategic Management and Entrepreneurship (pp. 11–29). Wiesbaden, Germany: Springer.CrossRefGoogle Scholar
Bednarek-Szczepańska, M. (2011). Organizacje pozarządowe na obszarach pozametropolitalnych na przykładzie wybranych regionów. Studia Obszarów Wiejskich, Wiejskie obszary peryferyjne – uwarunkowania i czynniki aktywizacji, 26, 217–231. (in Polish)Google Scholar
Bertsch, V., Hyland, M., & Mahony, M. (2017). What drives people’s opinions of electricity infrastructure? Empirical evidence from Ireland. Energy Policy, 106, 472–497. https://doi.org/10.1016/j.enpol.2017.04.008 CrossRefGoogle Scholar
Bladh, G. (2020). GeoCapabilities, Didaktical analysis and curriculum thinking – furthering the dialogue between Didaktik and curriculum. International Research in Geographical and Environmental Education, 29, 206–220. https://doi.org/10.1080/10382046.2020.1749766 CrossRefGoogle Scholar
Brauers, H., & Oei, Pao-Y. (2020). The political economy of coal in Poland: Drivers and barriers for a shift away from fossil fuels. Energy Policy, 144, 111621. https://doi.org/10.1016/j.enpol.2020.111621 CrossRefGoogle Scholar
Brooks, C. (2016). Geography teachers’ stories of sustainability: an introduction to narrative research. International Research in Geographical and Environmental Education, 25, 97–104. https://doi.org/10.1080/10382046.2016.1161904 CrossRefGoogle Scholar
Brown, G., Kraftl, P., Pickerill, J., & Upton, C. (2012). Holding the future together: Towards atheorisation of the spaces and times of transition. Environment and Planning A: Economy and Space, 44, 1607–1623. https://doi.org/10.1068/a44608 CrossRefGoogle Scholar
Brown, P. (2017). Narrative: An ontology, epistemology and methodology for proenvironmental psychology research. Energy Research & Social Science, 31, 215–222. https://doi.org/10.1016/j.erss.2017.06.006 CrossRefGoogle Scholar
Buldur, S., Bursal, M., Yalcin Erik, N., & Yucel, E. (2020). The impact of an outdoor education project on middle school students’ perceptions and awareness of the renewable energy. Renewable and Sustainable Energy Reviews, 134, 110364. https://doi.org/10.1016/j.rser.2020.110364 CrossRefGoogle Scholar
Chang, C.H., & Kidman, G. (2020). Dawn of a new decade—what can geographical and environmental education offer for the 2020s. International Research in Geographical and Environmental Education, 29, 1–6. https://doi.org/10.1080/10382046.2020.1691334 CrossRefGoogle Scholar
Chodkowska-Miszczuk, J., Martinat, S., & Cowell, R. (2019). Community tensions, participation, and local development: Factors affecting the spatial embeddedness of anaerobic digestion in Poland and the Czech Republic. Energy Research & Social Science, 55, 134–145. https://doi.org/10.1016/j.erss.2019.05.010 CrossRefGoogle Scholar
Chodkowska-Miszczuk, J., Martinat, S., Kulla, M., & Novotny, L. (2020). Renewables Projects in Peripheries: Determinants, Challenges, and Perspectives of Biogas Plants. Insights from Central European Countries, Regional Studies, Regional Sciences, 7, 362–381. https://doi.org/10.1080/21681376.2020.1807399\ Google Scholar
Cole, D.R., & Malone, K. (2019). Environmental education and philosophy in the Anthropocene. Australian Journal of Environmental Education, 35, 157–162. https://doi.org/10.1017/aee.2020.5 CrossRefGoogle Scholar
David, M., & Schönborn, S. (2018). Bottom-Up Energy Transition Narratives: Linking the Global with the Local? A Comparison of Three German Renewable Co-Ops. Sustainability, 10, 1–22. https://doi.org/10.3390/su10040924v CrossRefGoogle Scholar
Del Río, P., & Burguillo, M. (2008). Assessing the impact of renewable energy deployment on local sustainability: towards a theoretical framework. Renewable and Sustainable Energy Review, 12, 1325–1344. https://doi.org/10.1016/j.rser.2007.03.004 CrossRefGoogle Scholar
Dewey, J. (1998). Experience and Education: The 60th Anniversary Edition. West Lafayette IN: Kappa Delta Pi.Google Scholar
Dias, R.A., Mattos, C.R., & Balestieri, J.A.P. (2004). Energy education: breaking up the rational energy use barriers. Energy Policy, 32, 1339–1347. https://doi.org/10.1016/S0301-4215(03)00100-9 CrossRefGoogle Scholar
Dias, R.A., Rios de Paula, M., Rocha Rizol, P.M.S., Matelli, J.A., Rodrigues de Mattos, C., & Perrella Balestieri, J.A. (2021). Energy education: Reflections over the last fifteen years. Renewable and Sustainable Energy Reviews, 141, 110845. https://doi.org/10.1016/j.rser.2021.110845 CrossRefGoogle Scholar
Domański, B. (1997). Geografia przedsiębiorstw – niedoceniony nurt badań w polskiej geografii ekonomicznej. In Domański, B., (Ed.), Geografia, człowiek, gospodarka (pp. 101–112). Kraków: Uniwersytet Jagielloński. (in Polish)Google Scholar
Drucker, P. (1992). Innowacja i przedsiębiorczość. Praktyka i zasady. Warszawa: Państwowe Wydawnictwo Ekonomiczne. (in Polish)Google Scholar
Dubois, A., & Gadde, L.E. (2002). Systematic combining: An abductive approach to case research. Journal of Business Research, 55, 553–560. https://doi.org/10.1016/S0148-2963(00)00195-8 CrossRefGoogle Scholar
Dunkley, R.A. (2016). Learning at eco-attractions: Exploring the bifurcation of nature and culture through experiential environmental education. Journal of Environmental Education, 47, 213221. https://doi.org/10.1080/00958964.2016.1164113 CrossRefGoogle Scholar
Eitan, A., Herman, L., Fischhendler, I., & Rosen, G. (2019). Community–private sector partnerships in renewable Energy, Renewable and Sustainable Energy Reviews, 105, 95–104.CrossRefGoogle Scholar
Evans, G., & Phelan, L. (2016). Transition to a post-carbon society: Linking environmental justice and just transition discourses. Energy Policy, 99, 329–339. https://doi.org/10.1016/j.enpol.2016.05.003 CrossRefGoogle Scholar
Francis, C.A., Flora, C.B., & King, L.D. (1990). Sustainable Agriculture in Temperate Zones, London: John Wiley & Sons.Google Scholar
Frantál, B., Van der Horst, D., Martinát, S., Schmitz, S., Teschner, N., Silva, L., Golobic, M., & Roth, M. (2018). Spatial targeting, synergies and scale: Exploring the criteria of smart practices for siting renewable energy projects. Energy Policy, 120, 85–93. https://doi.org/10.1016/j.enpol.2018.05.031 CrossRefGoogle Scholar
Frantzeskaki, N., Avelino, F., & Loorbach, D. (2013). Outliers or Frontrunners? Exploring the (Self-) Governance of Community- Owned Sustainable Energy in Scotland and the Netherlands. Renewable Energy Governance. London: Springer-Verlag. https://doi.org/10.1007/978-1-4471-5595-9_6 Google Scholar
Fukuyama, F. (1999). Social capital and civil society. „IMF Conference on Second Generation Reforms”, November, 8–9 1999, Washington, DC. https://www.imf.org/external/pubs/ft/seminar/1999/reforms/fukuyama.htm#I (accessed May, 11, 2020)Google Scholar
Grodzińska-Jurczak, M. (2004). Forum: Environmental Education in Poland: Its Present Status. International Research in Geographical and Environmental Education, 13, 251–257. https://doi.org/10.1080/10382040408668519 CrossRefGoogle Scholar
Gülümser, A.A., Nijkamp, P., Baycan-Levent, T., & Brons, M. (2009). Embeddedness of Entrepreneurs in Rural Areas: A Comparative Rough Set Data Analysis. Tinbergen Institute Discussion Paper, TI 2009-058/3.Google Scholar
Gunderson, R., & Yun, S-J. (2021). Building energy democracy to mend ecological and epistemic rifts: An environmental sociological examination of Seoul’s One Less Nuclear Power Plant initiative. Energy Research & Social Science, 72, 101884. https://doi.org/10.1016/j.erss.2020.101884 CrossRefGoogle Scholar
Hammersley, M. (1992). What’s Wrong with Ethnography? Methodological Explorations. London: Longman.Google Scholar
Harris, M., & Albury, D. (2009). Why radical innovation is needed to reinvent public services for the recession and beyond: The innovation imperative. The Lab Discussion Paper, March 2009, Nesta, London.Google Scholar
Heng, K.L. (2017). Bio Gas Plant Green Energy from Poultry Wastes in Singapore. Energy Procedia, 143, 436–441.CrossRefGoogle Scholar
Herbst, J. (2008). Inny trzeci sektor. Organizacje pozarządowe na terenach wiejskich. In Halamska, M., (Ed.), Wiejskie organizacje pozarządowe (pp. 33–75). Warszawa: IRWiR PAN. (in Polish)Google Scholar
Hermann, R.R., & Bossle, M.B. (2020). Bringing an entrepreneurial focus to sustainability education: A teaching framework based on content analysis. Journal of Cleaner Production, 246, 119038. https://doi.org/10.1016/j.jclepro.2019.119038 CrossRefGoogle Scholar
Hitt, M.A., Ireland, R.D., & Hoskisson, R.E. (2009). Strategic Management. Concepts and Cases, 8 edition. Mason: South-Western Cengage Learning.Google Scholar
Jennings, P. (2009). New directions in renewable energy education. Renewable Energy, 34, 435–439. https://doi.org/10.1016/j.renene.2008.05.005 CrossRefGoogle Scholar
Jorgenson, S.N., Stephens, J.C., & White, B. (2019). Environmental education in transition: A critical review of recent research on climate change and energy education. The Journal of Environmental Education, 50, 160–171. https://doi.org/10.1080/00958964.2019.1604478 CrossRefGoogle Scholar
Kandpal, T.C., & Broman, L. (2014). Renewable energy education: A global status review. Renewable and Sustainable Energy Reviews, 34, 300–324. https://doi.org/10.1016/j.rser.2014.02.039 CrossRefGoogle Scholar
Kaphengst, T., & Velten, E.K. (2014). Energy transition and behavioural change in rural areas The role of energy cooperatives. Working Paper 60, MS26 Research paper on three case studies, WWWforEurope fileadmin/documents/pdf/Workingpapers/WWWforEurope_WPS_no060_MS26.pdf (accessed May, 2, 2020)Google Scholar
Kuisma, M. (2018). Narratives of inquiry learning in middle-school geographic inquiry class. International Research in Geographical and Environmental Education, 27, 85–98. https://doi.org/10.1080/10382046.2017.1285137 CrossRefGoogle Scholar
Lewandowska, A., Chodkowska-Miszczuk, J., Rogatka, K., & Starczewski, T. (2020). Smart Energy in a Smart City: Utopia or Reality? Evidence from Poland. Energies, 13, 5795. https://doi.org/10.3390/en13215795 CrossRefGoogle Scholar
Low Emission Economy Plan for Jeżewo community. (2016). http://bip.ug-jezewo.lo.pl/bip_download.php?id=5528 (accessed May, 20, 2020) (in Polish)Google Scholar
Low Emission Economy Plan for Kłecko community. (2016). http://bip.klecko.pl/klecko/zasoby/files/magda/klecko_aktualizacja_pgn.pdf (accessed May, 20, 2020) (in Polish)Google Scholar
Marius, K. (2019). Wind and Solar Energy Transition in China. London: Routledge.Google Scholar
Martinat, S., Cowell, R., & Navrátil, J. (2020). Rich or poor? Who actually lives in proximity to AD plants in Wales? Biomass and Bioenergy, 143, 105799. https://doi.org/10.1016/j.biombioe.2020.105799 CrossRefGoogle Scholar
Measham, T.G. (2007) Primal Landscapes: Insights for Education From Empirical Research on Ways of Learning About Environments. International Research in Geographical and Environmental Education, 16, 339–350. https://doi.org/10.2167/irgee221.0 CrossRefGoogle Scholar
Moezzi, M., Janda, K.B., & Rotmann, S. (2017). Using stories, narratives, and storytelling in energy and climate change research. Energy Research & Social Science, 31, 1–10. https://doi.org/10.1016/j.erss.2017.06.034 CrossRefGoogle Scholar
Moloney, S., Horne, R.E., & Fien, J. (2010). Transitioning to low carbon communities – from behavioural to systemic change: Lessons from Australia. Energy Policy, 38, 7614–7623. https://doi.org/10.1016/j.enpol.2009.06.058 CrossRefGoogle Scholar
Mulgan, G. (2006). The process of social innovation. Innovations: Technology. Governance Globalization, 1, 145–162.CrossRefGoogle Scholar
Mychajliw, A.M., Kemp, M.E., & Hadly, E.A. (2015). Using the Anthropocene as a teaching, communication and community engagement opportunity. The Anthropocene Review, 2, 267–278. https://doi.org/10.1177/2053019615601444 CrossRefGoogle Scholar
Ocetkiewicz, I., Tomaszewska, B., & Mróz, A. (2017). Renewable energy in education for sustainable development. The Polish experience. Renewable and Sustainable Energy Reviews, 80, 92–97. https://doi.org/10.1016/j.rser.2017.05.144 CrossRefGoogle Scholar
Ollis, T. (2020). Adult learning, circumstantial activism and ecological habitus in the coal seam gas protests. Australian Journal of Environmental Education, 1–16. https://doi.org/10.1017/aee.2020.32 Google Scholar
Osička, J., Kemmerzell, J., Zoll, M., Lehotský, L., Černoch, F., & Knodt, M. (2020). What’s next for the European coal heartland? Exploring the future of coal as presented in German, Polish and Czech press. Energy Research & Social Science, 61, 101316. https://doi.org/10.1016/j.erss.2019.101316 CrossRefGoogle Scholar
Ott, A., Broman, L., & Blum, K. (2018). A pedagogical approach to solar energy education. Solar Energy, 173, 740–743. https://doi.org/10.1016/j.solener.2018.07.060 CrossRefGoogle Scholar
Pasqualetti, M.J. (2000). Morality, Space, and the Power of Wind-Energy Landscapes. Geographical Review, 90, 381–394. https://doi.org/10.2307/3250859 CrossRefGoogle Scholar
Pasqualetti, M.J. (2011). Social Barriers To Renewable Energy Landscapes. The Geographical Review, 101, 201–223.CrossRefGoogle Scholar
Pike, S. (2011). “If you went out it would stick”: Irish children’s learning in their local environments. International Research in Geographical and Environmental Education, 20, 139–159. https://doi.org/10.1080/10382046.2011.564787 CrossRefGoogle Scholar
Ragin, C. (2008). Redesigning social inquiry: Fuzzy sets and beyond. Chicago: Chicago University Press.CrossRefGoogle Scholar
Raufflet, E. (2009). Mobilizing business for post-secondary education: CIDA university, South Africa. Journal of Business Ethics, 89, 191–202. https://doi.org/10.1007/s10551-010-0375-7 CrossRefGoogle Scholar
Ruiz-Mallén, I., Barraza, L., Bodenhorn, B., & Reyes-García, V. (2009). School and local environmental knowledge, what are the links? A case study among indigenous adolescents in Oaxaca, Mexico. International Research in Geographical and Environmental Education, 18, 82–96. https://doi.org/10.1080/10382040902861155 CrossRefGoogle Scholar
Scott, V., Sovacool, B.K., & Brown, M. (2019). Empowering the Great Energy Transition: Policy for a Low-Carbon Future. New York: Columbia University Press.Google Scholar
Slattery, S. (1999). Adult Environmental Education and Ecology. Australian Journal of Environmental Education, 15, 85–93. https://doi.org/10.1017/S0814062600002640 CrossRefGoogle Scholar
Soroko, E., & Wojciechowska, J. (2015). Kompetencja narracyjna jako obszar nauczania i oceny w edukacji. Studia Edukacyjne, 37, 211–236. (in Polish)CrossRefGoogle Scholar
Sovacool, B.K. (2009). The cultural barriers to renewable energy and energy efficiency in the United States. Technology in Society, 31, 365–373. https://doi.org/10.1016/j.techsoc.2009.10.009 CrossRefGoogle Scholar
Stephenson, J., Lawson, R., Carrington, G., Barton, B., & Thorsnes, P. (2011). Energy Cultures – a framework for interdisciplinary research. Sweden, Linkoping: World Renewable Energy Congress, 8–13 May 2011, Energy End-Use Efficiency Issues (EEE), http://www.ep.liu.se/ecp/057/vol3/036/ecp57vol3_036.pdf (accessed October 10, 2019).Google Scholar
Svobodova, K., Owen, J.R., & Harris, J. (2021). The global energy transition and place attachment in coal mining communities: Implications for heavily industrialized landscapes. Energy Research & Social Science, 71, 101831. https://doi.org/10.1016/j.erss.2020.101831 CrossRefGoogle Scholar
Tal, T. (2010). Pre-service teachers’ reflections on awareness and knowledge following active learning in environmental education. International Research in Geographical and Environmental Education, 19, 263–276. https://doi.org/10.1080/10382046.2010.519146 CrossRefGoogle Scholar
Thomas, Ch., Jennings, P., & Lloyd, B. (2008). Issues in Renewable Energy. Australian Journal of Environmental Education, 24, 67–73.CrossRefGoogle Scholar
Tuan, Y.F. (1987). Przestrzeń i miejsce. Warszawa: PIW. (in Polish)Google Scholar
Veleva, V. (2021). The role of entrepreneurs in advancing sustainable lifestyles: Challenges, impacts, and future opportunities. Journal of Cleaner Production, 283, 124658. https://doi.org/10.1016/j.jclepro.2020.124658 CrossRefGoogle ScholarPubMed
Verlie, B, CCR 15. (2018). From action to intra-action? Agency, identity, and “goals” in a relational approach to climate change education. Environmental Education Research, 1–15. https://doi.org/10.1080/13504622.2018.1497147 Google Scholar
Wagner, P. (2016). Energy Challenges and the Role of Education. Journal of Undergraduate Research, 9, 1–5.Google Scholar
Watkinson, I.I., Bridgwater, A.V., & Luxmore, C. (2012) Advanced education and training in bioenergy in Europe. Biomass and Bioenergy, 38, 128–143. https://doi.org/10.1016/j.biombioe.2011.06.038 CrossRefGoogle Scholar
Wójcik, A.M. (2004). Informal Environmental Education in Poland, International Research in Geographical and Environmental Education, 13, 291–298. https://doi.org/10.1080/10382040408668525 CrossRefGoogle Scholar
Wong, S.S.M. (1997). Energy Conservation and Human Behaviors: The Professional Faculties Building in The University of Calgary. University of Calgary: Master Degree Project.Google Scholar
Żuk, P., & Szulecki, K. (2020). Unpacking the right-populist threat to climate action: Poland’s pro-governmental media on energy transition and climate change. Energy Research & Social Science, 66, 101485. https://doi.org/10.1016/j.erss.2020.101485 CrossRefGoogle Scholar