Geography of Contention over Hydraulic Fracturing

I will be participating in the International Environmental Communication Association (IECA) Conference on Communication and the Environment next week in Uppsala, Sweden June 6 to 10, 2013, at the Swedish University of Agricultural Sciences. I’ll be presenting preliminary research findings from at cross-national analysis of contention over hydraulic fracturing, or fracking.

The use of hydraulic fracturing is increasingly widespread in the oil and gas industry. Given that global shale gas resources are “vast” according to the U.S. Energy Information Administration (U.S. EIA), hydraulic fracturing is on the cusp of an international expansion, making it a key juncture at which to study the cross-national reception of the technology. U.S. EIA estimates of world shale gas resources stand at 6,622 trillion cubic feet, increasing technically recoverable reserves by more than 40 percent to 22,600 trillion cubic feet (see here).

While the economies of extraction and pressing environmental concerns such as climate change are global, drilling projects have the potential for significant environmental and health impacts on local communities. Hydraulic fracturing has been increasingly used in the United States over the past five years, heightening contention over the environmental and health risks. Hydraulic fracturing is now on the cusp of an international expansion, in European countries and elsewhere, with the potential for shifts in global energy policy. It also raises issues of citizen participation in environmental decision-making and sustainability.

In this research, I conducted a hyperlink network analysis of two divergent civil society responses to the technology, an international advocacy campaign, Global Frackdown, and the U.S.-based Center for Sustainable Shale Development (CSSD). Global Frackdown (n=180) calls for a ban on the use of hydraulic fracturing in the oil and natural gas industry:

“We stand united as a global movement in calling on governmental officials at all levels to pursue a renewable energy future and not allow fracking or any of the associated infrastructure in our communities or any communities. We are communities fighting fracking, frac sand mining, pipelines, compressor stations, LNG terminals, exports of natural gas, coal seam gas, coal bed methane and more. Fracking is not part of our vision for a clean energy future and should be banned” (see here).

The first Global Frackdown day of action was held on September 2012 and a second is planned for October 19, 2013. In contrast, the CSSD (n=12), founded publicly in March of this year focuses on collaboration with the shale industry in in the Marcellus Shale region of the Northeastern United States, in an effort to improve regulation and disclosure of chemicals used in fracturing wells (see here).

I am providing an interactive version of the map of Global Frackdown 2012 and CSSD partners below, prepared using Google Fusion Tables, to supplement my conference presentation. The Global Frackdown organizations are denoted with green dots and the CSSD ones with red dots. To see the name and location of each organization, zoom in on the map and click on each marker.

All information used to create this map was collected from publicly available websites and databases. The listing of Global Frackdown 2012 partners can be found here and the CSSD partners here.

For more information about my research, please feel free to contact me. To learn more about the COCE 2013 conference, “Participation Revisited: openings and closures for deliberations on the commons,” visit here or follow the Twitter hashtag #COCE2013. The conference program is available here.

Communicating Science: From the “Elevator Pitch” to Research Presentations

Last week, I had the opportunity to attend two events on presenting research to broader publics given by Tim Miller of Spoken Science, held at the University of Wisconsin-Madison on February 26, 2013. The advice was too useful not to share.

First came “The Elevator Pitch: Selling Your Story in Two Minutes or Less.” According to Miller, you are trying to sell someone on the desire for something. In the case of a researcher, that’s your project, ideas and papers. You need to give your audience (whether one or many) a desire to seek more information about you. And, here are Miller’s tips for doing just that:

Tip #1: This is hard. Your are not going to be good at the elevator speech right away.

Tip #2: Why trumps what. The what is easy but the “why” creates emotional investment. “Why is what we care about,” according to Miller.

Tip #3: Think big. Lead with impact and one sentence starting with “I am _____ and I study ______.”  Give specific examples and talk about yourself in relation to what you study. Lead with “I’m a grad student” if you are talking with someone in academia who can contextualize that information. Use “I” to talk about your research, even in case of joint projects. Continue reading

The Fight for Internet Freedom Continues

A lot has already been said about the recent passing of Aaron Swartz at the age of 26 last Friday. I did not know him personally but greatly admire his work and activism for an open Internet.

Here is an excerpt from a talk of his about taking on Congress on SOPA, which aired on Democracy Now! today.

It is a terrible and needless loss for those working to make this a better world and all of us.

“De-Westernizing” Communication Theory: The Potential and Challenges of “Popular” Media in Africa

While my primary research interests have lead me to explore popular and community communication in Latin America, the volume Popular Media, Democracy and Development in Africa caught my attention. As part of the Internationalizing Media Studies series from Routledge, editor Herman Wasserman brings together a wide-ranging collection of comparative research dealing with popular media iterations spanning the continent. With 55 countries, Africa is home to more than one billion people and has the highest linguistic diversity in the world with more than one thousand spoken languages, making this is no small feat.

As a Professor of Journalism and Media Studies at Rhodes University in Grahamstown, South Africa, Wasserman is well positioned to bring together research on popular media in Africa. He has published widely on media ethics, African and global media and the intersections of traditional media systems and popular culture. He also serves as the editor of Ecquid Novi: African Journalism Studies. In addition, the book’s 20 contributors bring expertise and first-hand experience in Africa’s media and alternative cultural manifestations to the collection.

Coming as a response to Daya Kishan Thussu’s call for expanding the “discourse on globalization of media and communication beyond Northern perspectives,” the book is organized in four parts, dealing with theoretical implications, democracy and development, audiences, and mediating identities locally to transnational (p. 7). Wasserman states that the goal of the volume is to turn a critical gaze to how popular media in Africa embody these discourses.

Wasserman rightly points out in the introduction that communication theory has long been dominated by Western theory. However, even by setting the scope of the volume to center on discourses of “democracy” and “development” is to take modernization theory as the point of reference, as well as international aid framework of “development.” Continue reading

Teaching Philosophy: Creating Collaborative Spaces to Learn and Teach

I believe that learning is a collaborative process of making connections. Student learning happens in a variety of settings on campus—classrooms, labs, through peer mentoring, student organizations—and beyond the academy. To both learn and teach, one has to first listen. Living life is a continual learning process. Learning is about making mistakes, reflecting on them and growing mentally and emotionally as an outcome of these reflections, both personally and collectively.

As an instructor, I seek to create a hands-on learning community in the classroom that facilitates peer-to-peer learning and validates the life experiences students bring to the learning setting. I have taught a wide-range of undergraduate material, including: radio production, composition and public speaking, within the topical areas of media systems, strategic communication, journalism and communication for the life sciences. In addition, in the fall of 2010 I co-coordinated an interdisciplinary graduate seminar addressing issues of science and communication in the twenty-first century. Through these experiences, I fostered a commitment to helping students engage with the world around them, both locally and beyond our borders. In my time as a graduate student at the University of Wisconsin-Madison, outside of formal teaching duties, I have also shared my experiences researching abroad through giving guest lectures and in informal conversations with fellow learners. Continue reading