Power in natural resource governance projects: power hierarchies in the negotiation of an international petroleum contract

Abstract

This chapter describes an activity that helps students better understand how power works in natural resource governance settings. Specifically, students will learn about key components of the policy processes associated with mineral exploitation, including environmental impact assessments (EIAs), stakeholder engagement through public comment sessions, and the negotiation of international petroleum contracts. The simulation fosters deep learning by asking students to take on roles as one of three types of actors: government, oil multinational, and host community. We focus specifically on the ways in which institutions (rules and norms) empower some actors while marginalizing others, and teach students to understand how the resulting multilevel power disconnects-or power hierarchies-can lead to social injustice in resource governance settings. 1 After the simulation is over, we ask students to think about institutional and systemic changes that could improve the negotiation process to achieve justice-focused outcomes.We have used variations on this project in seminar courses on the political economy of natural resources and environmental economics and governance. It could be used in upper-level courses on environmental politics, environmental justice, environmental economics, and private governance. Our pedagogical approach is based on the literature on active learning, which encourages students to engage with the course material through problem solving and role play (Afzal, 2010). It also fosters collaborative learning and helps build skills in critical thinking, argumentation, and political economy analysis. In addition to applying what they learn about power hierarchies and institutions, students are asked to identify and articulate their (role's) interests, seek areas of coop-