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The proliferation of pipelines to transport oil and natural gas
represents a major area of contestation in the landscape of energy
development. Battles over energy pipelines pit private landowners,
local community representatives, and environmentalists against
energy corporations and industry supporters, sometimes drawing
opposition and attention from well beyond the impacted regions, as
in the case of the Standing Rock/Dakota Access Pipeline.
Stakeholders must navigate complex government regulatory processes,
interpret technical and scientific reports, and endure lengthy and
expensive court battles. As with other forms of environmental
injustice, the contentious construction of pipelines often
disproportionately impacts communities of lower economic
development, people of color, and indigenous peoples; pipelines
also pose potential short and long-term health and safety threats.
With the expansion of energy pipelines carrying fracked oil and gas
across the United States and abroad, the moment is ripe for
teaching about pipeline projects and engaging students and
community members in learning about methods for mobilization. Our
volume examines pedagogical opportunities, challenges, and
interventions that campus-community engagement, and other kinds of
community engagement, produce in relation to infrastructuring in
the form of pipeline development.
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