Relational Teaching and Just Energy Transitions: A Case Study from a Native-Serving Institution

The transition from fossil fuels to renewable sources is shifting the landscape of energy projects and associated mining for critical minerals. New solar farms, wind farms, lithium mines, and the like have been proposed, permitted, or constructed around the world. How these projects intersect with environmental justice creates new spaces for contestation and collaboration. This case study focuses on a National Science Foundation-supported project for which we created a series of courses to immerse students in critical reflection on energy transitions and environmental justice. Our project seeks ways to disrupt the historical pattern of environmental injustices inflicted on marginalized communities during earth resource development, by identifying approaches to responsibly secure the domestic supply of critical elements. These courses, which included both semester-long and field-based summer experiences, focused on critical topics such as Indigenous sovereignty and responsible minerals acquisition. Field courses offered hands-on learning, such as visiting coal mines and solar farms on the Navajo Nation, fostering a deeper understanding of energy sovereignty. We promoted equity and transformative learning experiences by emphasizing storytelling, reflexive teaching, and incorporating Indigenous knowledge through invited guest speakers and collaborative content. We assessed courses through student surveys and projects, revealing an increased understanding of energy transitions, mining, and environmental justice. Relational teaching, involving trust-building with peers, teachers, and guest speakers, proved essential to learning. This case study demonstrates how relational practices can foster empathetic learning around contentious topics.