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Enhancing Socio-Technical Integration of Remediation

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Enhancing Socio-Technical Integration of Remediation ENHANCING SOCIO-TECHNICAL INTEGRATION OF REMEDIATION EFFORTS IN ARTISANAL AND SMALL-SCALE GOLD MINING COMMUNITIES by Rosalie M. O’Brien A thesis submitted to the Faculty and the Board of Trustees of the Colorado School of Mines in partial fulfillment of the requirements for the degree of Master of Science (Civil and Environmental Engineering). Golden, Colorado Date ___________________________ Signed: __________________________________ Rosalie M. O’Brien Signed: __________________________________ Dr. Kathleen M. Smits Signed: __________________________________ Dr. Nicole M. Smith Golden, Colorado Date ____________________________ Signed: __________________________________ Dr. Junko Munakata Marr Professor and Interim Department Head Department of Civil and Environmental Engineering Signatures have been intentionally omitted from the electronic copy of this thesis. A copy of the signed signature page has been retained by the CSM Graduate Office. ii ABSTRACT Artisanal and small-scale gold mining represents the largest source of anthropogenic mercury contamination in the world, creating long-term exposure risks to miners and communities in which these operations exist. Eliminating these health and environmental risks requires the implementation of remediation projects in coordination with local communities. Yet, current remediation frameworks lack thorough guidance on integrating local knowledge with technical data, and projects therefore emphasize technical forms of knowledge over local knowledge. This research bridges this gap by first analyzing previous remediation projects in developing countries. The review concluded that stakeholder engagement leads to greater project success by enhancing communication and creating project goals that meet the needs of different stakeholders. Yet, stakeholder engagement with a diverse range of individuals and organizations is not pursued by the majority of remediation projects. This critical need for stakeholder engagement led to the redevelopment of a common decision-making tool in remediation: the conceptual site model. During a field visit to an ASGM community in Antioquia, Colombia, three iterations of preliminary conceptual site models were created by integrating ethnographic research methods and existing technical information. The framework for creating community- informed conceptual site models further offers opportunities for engineering students to engage with stakeholder engagement within site remediation course curriculum, thereby equipping students to solve complex engineering problems prior to entering their professional career. The culmination of this research presents a comprehensive reform of the engineering discipline within remediation by exposing opportunities for local knowledge to enhance remedial endeavors and offering methods for incorporating local knowledge directly into remediation projects. iii TABLE OF CONTENTS ABSTRACT ...................................................................................................................................iii LIST OF FIGURES ......................................................................................................................viii LIST OF TABLES..........................................................................................................................ix LIST OF EQUATIONS...................................................................................................................x LIST OF SYMBOLS......................................................................................................................xi ACKNOWLEDGEMENTS...........................................................................................................xii CHAPTER 1 INTRODUCTION ...................................................................................................1 1.1 Problem Definition ..................................................................................................2 1.2 Primary Research Goal and Thesis Layout.............................................................. 5 CHAPTER 2 LITERATURE REVIEW ........................................................................................5 2.1 Stakeholder Engagement..........................................................................................7 2.2 Stakeholder Engagement in Remediation.................................................................8 2.2.1 Stakeholder Engagement in Remediation Projects in Developing Countries....................................................................................................11 2.3 Conceptual Site Models..........................................................................................12 2.4 Translating Stakeholder Knowledge to the Engineering Classroom.......................13 2.4.1 Integration of Social Sustainability Skills into Site Remediation Courses .....................................................................................................14 2.5 Research Objectives and Hypotheses.....................................................................14 2.5.1 Objective 1 and Hypothesis 1 ....................................................................15 2.5.2 Objective 2 and Hypothesis 2 ....................................................................15 2.5.3 Objective 3 and Hypothesis 3 ....................................................................16 iv 2.5.4 Objective 4 ................................................................................................16 2.6 Scope......................................................................................................................17 CHAPTER 3 REMEDIATION IN DEVELOPING COUNTRIES: A REVIEW OF PREVIOUSLY IMPLEMENTED PROJECTS AND ANALYSIS OF STAKEHOLDER PARTICIPATION EFFORTS .................................................19 3.1 Introduction ...........................................................................................................19 3.2 Methods..................................................................................................................23 3.3 Project Classifications............................................................................................26 3.3.1 Contaminant Categories.............................................................................26 3.3.2 Responsible Sectors Linked with Project Cost...........................................27 3.3.3 Remedial Strategies....................................................................................32 3.4 Stakeholder and Community Participation.............................................................35 3.5 Conclusions ...........................................................................................................39 CHAPTER 4 INTEGRATING SCIENTIFIC AND LOCAL KNOWLEDGE THROUGH COMMUNITY-INFORMED CONCEPTUAL SITE MODELS...........................43 4.1 Introduction............................................................................................................43 4.2 Framework for Community-Informed Conceptual Site Models.............................46 4.3 ASGM Case Study in Andes, Colombia.................................................................49 4.3.1 Pre-Fieldwork CSM Development.............................................................50 4.4 Case Study Field Methods......................................................................................51 4.4.1 Unstructured Interviews.............................................................................52 4.4.2 Semi-Structured Interviews........................................................................52 4.4.3 Structured Survey Development................................................................53 v 4.5 Miner-Informed CSM ............................................................................................55 4.5.1 Site History and Occupational Exposure ...................................................56 4.5.2 Influence of Entable Managers and Regulatory Agencies.........................57 4.5.3 Need for Further Engagement....................................................................58 4.6 Corregimiento-Informed Preliminary CSM...........................................................59 4.6.1 Mapping Stakeholders................................................................................60 4.6.2 Influence of Mixed Livelihoods.................................................................60 4.6.3 Place-Identity Driving Environmental Behavior........................................61 4.6.4 Conflicting Priorities..................................................................................62 4.7 Stakeholder Group CSM........................................................................................65 4.7.1 Significant Data Gaps and Defining Project Objectives............................66 4.8 Conclusion .............................................................................................................69 CHAPTER 5 COMMUNITY-INFORMED CONCEPTUAL SITE MODELS TO AUGMENT EXISTING REMEDIATION COURSE CURRICULUM ...............71 5.1 Introduction............................................................................................................71 5.1.1 Curricula Supporting Socio-Technical Thinking.......................................73 5.1.2 Case-Based Learning .................................................................................74 5.2 Use of Learning Outcomes in Teaching.................................................................75
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