title: Learning through public involvement in environmental assessment hearings.
abstract: This research examined the opportunities for critical education available to participants of a federal environmental assessment (EA) that includes hearings. The Sable Gas Panel Review, an assessment of a natural gas project situated in the Maritimes, was undertaken between 1996 and 1997. This study documented what participants learned through their experiences and how that learning was facilitated. Primary data collection emphasized the use of semi-structured interviews to record the experientially based observations of panel participants. Primary data were supported by a review of material submitted by hearing participants for consideration by the panel, and complemented with literature related to EA, environmental education, and transformational learning theories. Evidence was considered in terms of assessment-specific operational definitions, developed from Shor (1993) [Education is politics: Paulo Freire's Critical Pedagogy. In: McLaren, P., Leonard, P. (Eds.), Paulo Freire : A critical Encounter, Routledge, New York, pp. 25-35] ten indicators of critical education. The study revealed that participants of the Sable Gas panel review had an opportunity to engage in critical education. While it is important to acknowledge that the panel did not set out to engage participants in a 'critical educational' experience, each of the 10 operational definitions of critical education used in the study were addressed to varying degrees through activities undertaken by the panel secretariat. Results illustrate the types of educational opportunities, such as a class on how to participate in a quasi-judicial hearing, and the importance of participant-led research that can arise out of the panel review process. The findings of this research contribute to the evolving literature regarding the role of critical education in EA and environmental management. Understanding the existing scope of critical education within a panel review provides the foundation for identifying opportunities for expanding the capacity of the existing EA process to facilitate learning by participants.
authors.affiliation: Department of Geography, University of Waterloo, Waterloo, Ont., Canada N2L 3G1. fitzpatrickpj@hotmail.com
authors.forename: Patricia
authors.initials: P
authors.lastname: Fitzpatrick
authors.forename: A John
authors.initials: AJ
authors.lastname: Sinclair
mesh_terms: D003256:Community Participation; D003247:Conservation of Natural Resources; D004493:Education; D004777:Environment; D004784:Environmental Monitoring; D004787:Environmental Pollution; D006801:Humans; D017145:Models, Educational; D011050:Policy Making; D011639:Public Opinion; D017150:Public Sector