Thematic Article
The Grangemouth oil refinery closure: lessons for ‘just transition’ governance
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Abstract
In November 2023, Petroineos announced the closure of Scotland’s only oil refinery at Grangemouth by 2025. Grangemouth is widely perceived as a ‘litmus test’ for the Scottish Government’s commitment to a ‘just transition’ for workers in the oil and gas industry to steer them on an orderly movement towards suitable employment in green energy production. The announcement came as a shock and disrupted just transition planning developed in Scotland since the late 2010s. Power imbalances between Petroineos and the Scottish Government and the workforce and trade unions demonstrate the difficulties of organising transition in a sector dominated by large multinationals subject to minimal accountability or transparency. This paper demonstrates the value of historically, economically and politically grounded policy analysis for achieving net zero. It assesses the Grangemouth closure announcement, focusing on governance mechanisms, UK, Scottish and local policy coordination, transparency and long-term planning challenges, particularly for net zero, energy policy, renewables and deindustrialisation. This article is published in the thematic collection ‘The critical role of governance for decarbonisation at pace: learning the lessons from SHAPE research’, edited by Sarah Birch, Hilary Graham, Andrew Jordan, Tim O’Riordan, Henry Richards.
Keywords
just transitionoilrefineryScotlandnet zeroenergy policyrenewablestrade unionsGrangemouthdeindustrialisationCopyright statement
© The author(s) 2025. This is an open access article licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International LicenseCite this article
Shibe, R. & Gibbs, E. (2025), ‘The Grangemouth oil refinery closure: lessons for “just transition” governance’, Journal of the British Academy, 13(1): a11 https://doi.org/10.5871/jba/013.a11crossref
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This opinion piece argues that the education system in England suffers from a lack of KAL (Knowledge About Language) which is so extreme that it deserves the name KAL desert because children are taught virtually nothing about the languages that they study, whether English or a foreign language. The dominant view of language sees it merely as a skill, rather than as something interesting which is worth exploring, and the only content taught and tested in language lessons comes from literature rather than linguistics. This desert is to be found not only in our schools but also in our university departments of English and of foreign languages, so future teachers of English and foreign languages are not equipped to teach about language; modern linguistics has very little impact on the school curriculum apart from the Advanced Level exam in English Language. I also show that the present decline in both English and foreign languages actually started about 1970, and may arguably be due in part to the KAL desert. However, I also report evidence from three recent initiatives that a lot of children enjoy exploring language and learning about it, so I suggest that the decline in languages, both English and foreign, might be halted by teaching more KAL. Finally, I suggest a roadmap for achieving this by increasing KAL first in universities and then in schools.
This kaleidoscope of short pieces derives from two Fellows Engagement Week sessions (2022, 2023) in which speakers from across the British Academy—Theatre Studies, Anthropology, Modern History, History of Science, English, Philosophy, Music—gave ten-minute talks on the civic value of the arts and humanities. The British Academy’s SHAPE acronym, answering the Royal Society’s STEM formulation, understandably stresses the economic importance of arts and humanities in today’s challenging technological world (E is for Economy). The remit of this forum, however, was to remake and reclaim arguments for the civic importance of arts and humanities, recognising that accounts of the arts are often based on 19th-century arguments that no longer have force today. Three themes emerge from this forum: the importance of collaboration, the non-instrumental significance of aesthetic experience, and the centrality of language to civic life. (This article is published in the thematic collection ‘The arts and humanities: rethinking value for today—views from Fellows of the British Academy’, edited by Isobel Armstrong.)
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