Integrating Indigenous perspectives for a just energy transition of Saskatchewan
Bibliographic record
Abstract
Canada pledged to achieve net zero by 2050 and important efforts revolving around the energy transition of electricity generation systems toward renewables sources are being carried. Currently, most renewable systems developed are occurring on Indigenous communities’ lands for various reasons. Climatic conditions are suitable for solar and wind-based solutions, space is available, and this trend constitutes an opportunity for the economic development and diversification of Indigenous communities. However, several scholars argue that renewable electricity production projects do not integrate sufficiently Indigenous perspectives as Indigenous communities are still more considered stakeholders that must be consulted rather than partners involved in decision making. According to energy justice scholars, this results in the occultation of several environmental and cultural impacts while the integration of Indigenous views could lead to higher sustainability thanks to higher considerations for nature and benefits for the community. These researchers question the sustainability of an energy transition maintaining Indigenous communities in a situation of dependency and increasing inequalities, instead of becoming participants to their own electric systems, as a crucial step towards the respect of their right to self-determination. This thesis explores the impacts of provincial policies on shaping the conditions of the dialogue among actors involved in renewable electricity generation projects. Using the concepts of “shared visions” and “collaboration” developed by Transition Management scholars, this paper interrogates the challenges and success of the different provinces in integrating Indigenous communities as partners. A comparative study, based on interviews and a review of documents made by provincial governments and energy developers, has been carried to assess how Saskatchewan, a province located in the center south of Canada, could improve its existing supportive mechanisms toward a better integration of Indigenous perspectives in renewable electricity generation projects. This thesis demonstrates that important efforts have been carried by developmental agencies, provincial governments, and advocacy groups across Canada, including Saskatchewan, to advance Indigenous inclusion in renewable energy projects. They have contributed to change stakeholders’ perceptions on Indigenous communities which are increasingly considered. Moreover, Indigenous capacities to get involved in projects have largerly improved in the recent years thanks to provincial and federal programs. Nevertheless, in Sasaktchewan, actors’ sensitivity to Indigenous perspectives is still limited to experts and frontrunners. Compared to northern provinces and British Columbia, collaboration is still at its early stages and most times Indigenous communities must acquire a majority shares in projects to be integrated in decision making. The idea of a shared vision on sustainability is still far along the road and a stronger political stance promoting Indigenous involvement into renewable electricity projects is needed. In Saskatchewan compared to other provinces, indigenous communities face a stronger lack of interests and trust from energy developers to engage in partnerships due to lower public policies incentives. While provincial characteristics play a crucial role in defining political landscapes and interventionism possibilities, it seems that Saskatchewan could implement more ambitious mechanisms to promote shared sustainability visions and collaboration in renewable electricity projects.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".