Fitzpatrick, Patricia

The role of critical education in an environmental assessment that includes hearings.

Winnipeg, MB

2001

Winnipeg, University of Manitoba, M.N.R.M., Fall 2001

0612627276

9780612627277

abstract

acknowledgements

table of contens

list of tables

list of figures

chapter 1: introduction

1.1 background
1.2 purpose and objectives
1.3 casesetting: the sable gas panel review
1.4 significance of the study
1.5 precepts
1.6 definition of key concepts
1.7 organization of thesis

chapter 2: review of relevant literautre

2.1 environmental assessment

2.1.1 the canadian environmental, assessment act

2.2 participatory democracy

2.2.1 public participation in EA
2.2.2 degree of participation

2.3 critical pedagogy

2.3.1 critical education

2.4 transformative learning theory

2.4.1 perspective transformation
2.4.2 learning process
2.4.3 conditions for learnin

2.5 conceptual relationship

2.6 Summary

chapter 3: methodology

3.1 case selection

3.1.1 the nature of assessment process
3.1.2 the regional context
3.1.3 the nature of the development intinative

3.2 data collection

3.2.1 public registry
3.2.2 survey design
3.2.3 sample selection
3.2.4 implementation

3.3 data analysis

3.3.1 trustworthiness

chapter 4: public engagement

4.1 panel review process

4.2 panel activities

4.2.1 scoping and information meetings
4.2.2 written submissions
4.2.3 hearings

4.3 industry and non-government activities

4.3.1 media coverage of hearings

4.4 analysis of tools for fostering public engagement

4.5 effect of tools on participation

4.5.1 finding out about the proposed project and assessment

4.6 discussion

4.7 Summary

chapter 5: critical education

5.1 environmental assessment that includes panel hearing

5.1.1 capacity development
5.1.2 data collection
5.1.3 decision making process
5.1.4 themes applied throughout the assessment

5.2 opportunities for critical education in the sable

gas panal review

5.2.1 participatory
5.2.2 situated
5.2.3 critical
5.2.4 demogratic
5.2.5 dialogic
5.2.6 desocialization
5.2.7 multicultural
5.2.8 research-oriented
5.2.9 activist
5.2.10 affective
5.2.11 addition considerations

5.3 Summary

chapter 6: transformative learning

6.1 learning through participation in the sable gas

panel review

6.1.1 why did you choose to participante in the sable gas panel review?
6.1.2 what did you learn through your participation in the assessment process?
6.1.3 what do you think you should have learned throught your participation in the assessment process?
6.1.4 did participation in this EA influence your current lifestyle?
6.1.5 have you had an opportunity to use what you learned since the review?

6.2 discussion

6.3 Summary

chapter 7: conclusions and recommendations

7.1 what are the dimensions characteristics and motives of EA participants?

7.2 what are the dimensions of adult education in a panel review?

7.3 what are the dimensions of the learning experiences of EA participants

7.4 personal learning

7.5 Summary of recommendations

references

appendix A

public survey

government, panel secretariat and industry survey

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