Study+Components_pedlt3

-Meeting stakeholders and other interested parties -Get some insight as to how the different stakeholders relate to each other -Figure out what issues are important to who, and what language/conceptual tools they use to speak about them || -Snowballing -Help understanding difficult technical/policy/legal issues -“Oral histories” || -Meeting interested parties, snowballing -Figure out what issues are important to who, and what language/conceptual tools they use to speak about them -Understand how different subjects related to Hanford think about the site, its past, and its future || -Better understanding of the dominant discourses around remediation -Understanding the silences of official discourses of Hanford, as well as what silences (secrecy) were intentionally produced and why || -Get a sense of the DoE’s “public” face around these issues -Understanding the museumification of (some parts of) Hanford || -Including an interesting source of thinking about Hanford’s legacy and future into the project (e.g., [|Hanford Remixed] & [|James Accord]) -Understanding the discourses surrounding the site, including those put to work by the DoE, which has made quite a few YouTube videos of the site. || -Understand how different subjects related to Hanford think about the site, its past, and its future -Better understand how Hanford fits into broader histories, politics, and governance of first nations in the area -Better understand how Hanford fits into a broader human geography & political economy -Figure out what issues are important to who, and what language/conceptual tools they use to speak about them || -Understand how Hanford fits into national politics and related issues (like nuclear energy, environmental remediation, etc.) -Better understanding of the dominant discourses around remediation ||
 * **Activity** || **Objective** ||
 * //Attending Hanford Advisory Board Meetings// || -Understand how the public participation processes around Hanford work
 * //Semi-structured interviews// || -Understand how different subjects related to Hanford think about the site, its past, and its future
 * //Attend meetings of activists organizations/groups (and maybe participate in their campaigns)// || -Understand how the public participation processes around Hanford work (and what they miss)
 * //Look through official / unofficial documents// || -Better understand the history of the site, and the ways that its future has been imagined
 * //Site tours// || -Get a “feel” for the place, its scale, etc.
 * //Videos, photos, artwork about / from Hanford// || -Understanding the history of the site via images, etc.
 * //Attend Richland/Yakama/Umatilla/Nez Perce/// //Wanapum community organization meetings & events// || -Meeting relevant subjects, especially those that would not be easy to identify otherwise (Gusterson, in his fieldwork on the Lawrence Livermore National Lab, spoke to religious leaders in the surrounding town, for example)
 * //Attend relevant committee meetings/hearings/events at WA/OR/DC capitol buildings// || -Understand how different those involved in state government think about the site, its past, and its future