Conceptualizing learning for sustainability through environmental assessment: critical reflections on 15 years of research
- Environmental Studies Program, University of Winnipeg, 515 Portage Avenue, Winnipeg, Manitoba, R3B 2E9 (Canada)
- Department of Geography, University of Winnipeg, 515 Portage Avenue, Winnipeg, Manitoba, R3B 2E9 (Canada)
Numerous scholars are now directing their attention to the education and learning implications of participatory resource and environmental governance because of the potential implications of these for generating the social mobilization necessary to achieve sustainability trajectories. Our work, and that of other researchers, establishes that public participation in environmental assessment (EA) provides fertile ground for considering the intricacies of governance as they relate to participation, and for examining the education and learning implications of participation. Since EA law requires in many cases that public voices be part of the decision process, it has resulted in the creation of fascinating, state-sanctioned, deliberative spaces for civic interactions. Our purpose here is to share, and build upon, a framework that conceptualizes the relationships among participation, education, learning and sustainability in an EA context. We do so by considering findings from studies we have undertaken on participation in EA in Canada since the early 90's. Our approach was interactive and collaborative. We each considered in detail the key results of our earlier work as they relate to education, learning and EA process design. The findings illuminate aspects of the conceptual framework for which there is considerable empirical evidence, such as the link between meaningful participation and critical education and the diversity of individual learning outcomes associated with public participation in EA. The findings also highlight those parts of the framework for which the empirical evidence is relatively sparse, such as the range of possible social learning outcomes, their congruence with sustainability criteria, and the roles of monitoring and cumulative and strategic assessments in shaping EA into an adaptive, learning system.
- OSTI ID:
- 21130751
- Journal Information:
- Environmental Impact Assessment Review, Journal Name: Environmental Impact Assessment Review Journal Issue: 7 Vol. 28; ISSN 0195-9255; ISSN EIARDK
- Country of Publication:
- United States
- Language:
- English
Similar Records
An investigation of environmental and sustainability discourses associated with the substantive purposes of environmental assessment
Using social goals to evaluate public participation in environmental decisions