Energy geographies: thinking critically about energy issues in the classroom

Document Type

Article

Department or Administrative Unit

Geography

Publication Date

9-25-2015

Abstract

Energy issues are becoming increasingly common subjects of instruction in undergraduate- and graduate-level classrooms across a variety of disciplines. The interdisciplinary character of energy studies provides geographers with a great opportunity to present different applied and theoretical approaches to help students conceptualize energy issues from a critical perspective. This article presents a class intervention as an example of how to incorporate geographic concepts and political economic theory into the classroom to help students understand the social, political, economic, and environmental implications of energy production, distribution, and consumption at multiple scales from a critical perspective.

Comments

This article was originally published in Journal of Geography in Higher Education. The full-text article from the publisher can be found here.

Due to copyright restrictions, this article is not available for free download from ScholarWorks @ CWU.

Journal

Journal of Geography in Higher Education

Rights

© 2015 taylor & francis

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