Initiative for U.S.-China Dialogue on Global Issues

As a master’s degree student focusing on international environmental policy, I know how important the United States and China are in making meaningful progress on some of the world’s biggest challenges related to climate, energy and sustainability. Dialogue between the two countries is partly what made the historic Paris Agreement possible in 2015—when the United States and China work together, it inspires global unity in protecting our shared planet. And as the two largest historical emitters of greenhouse gas emissions, it is vital for each country to be a central part of the solution.

Throughout my academic journey, I’ve studied China’s energy transition quite in-depth—everything from its reliance on coal to its sourcing of minerals critical to the development of solar panels, electric vehicle batteries, and other leading technologies. I’ve also learned about the challenges of developing countries in mitigating climate change and adapting to its effects. As a Peace Corps Volunteer in The Gambia, I saw firsthand how low-income countries can be disproportionately vulnerable to climate-related changes and disasters, despite contributing relatively little to the problem. In recent years, trade tensions between the United States and China have threatened to exacerbate these disparities by disrupting global supply chains and limiting the reach of renewable energy resources.

The Georgetown University Initiative for U.S.-China Dialogue on Global Issues U.S-China Student-to-Student Dialogue program has supplemented my classroom studies with eye-opening conversations with Chinese students, whose perspectives on China’s domestic energy transition and foreign development activities has enriched my understanding of China’s global reach. It’s one thing to read about Chinese energy policies in a textbook, but it’s another to learn from students in Beijing and Shanghai about their personal experiences managing air pollution risks and witnessing the rapidly increasing popularity of electric vehicles—a shift that has comparatively only just begun in the United States.

Through programs like the U.S. Agency for International Development and the Peace Corps, the United States has long aimed to expand its influence in developing countries and promote good governance, economic development, and humanitarian well-being. Through private investment and Belt and Road Initiative projects, Chinese business and infrastructure projects in developing countries have helped to bring important technology with massive implications, like cell phone towers, railways, and ports.

As an exchange student in Kampala, Uganda, I remember walking past a massive hydroelectric power plant crowded with people in hard hats. I was surprised to observe that the sign in front of the plant was not in English or Swahili, the official languages of Uganda, or even in Luganda, the most widely spoken language in the country. Rather, the sign was almost entirely in Mandarin. The project, which aims to bring renewable sources of electricity to Uganda, was funded by a Chinese state-owned company and has the potential benefit of expanding access to energy in a sustainable way, but the potential downside of promoting overreliance on Chinese investment for Uganda’s future energy needs.

Participating in the U.S.-China Student-to-Student Dialogue has solidified my desire to further explore mechanisms for U.S.-China cooperation rather than competition. Through speaking with Chinese college students around my age, I realize that although we have diverse backgrounds, we all share the outlook that both countries can provide important leadership on issues related to environment and development.

Zach Slotkin (G'25) is a first-year graduate student pursuing a master of science in foreign service with a concentration in science, technology, and international affairs at the Walsh School of Foreign Service.