Learning, Public Involvement and Environmental Assessment: A Canadian Case Study
Learning, Public Involvement and Environmental Assessment: A Canadian Case Study
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学习、公众参与和环境评估：加拿大案例研究
DOI：
10.1142/s1464333203001401
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发表时间：
2003
影响因子：
--
通讯作者：
B. Mitchell
中科院分区：
文献类型：
--
作者：
A. Diduck;B. Mitchell
政策制定者和学者对资源和环境管理举措的学习成果表现出越来越大的兴趣。这适用于环境评估 (EA) 以及更明确地纳入学习相关目标的流程，例如适应性管理。在本文中，我们使用变革性框架和定性方法，研究了参与加拿大布兰登一家主要生猪加工厂的环境评估的学习成果。我们还研究了 EA 流程设计的影响以及对可持续发展关键社会目标的追求。在这种情况下，EA促进解放性学习的程度是相当有限的，也就是说，该过程大大偏离了理想的学习条件。同样，EA充其量只是合法性，而绝不具有参与性、授权性或公平性。通过更早地参与、更高程度的参与和更开放的决策，可以增加参与 EA 的解放潜力和相互学习的机会。
Policy makers and scholars have shown increased interest in the learning outcomes of resource and environmental management initiatives. This applies to environmental assessment (EA) as well as to processes that more explicitly incorporate learning-related objectives, such as adaptive management. Using a transformative framework and a qualitative methodology, in this paper we investigate learning outcomes from involvement in an EA of a major hog processing facility in Brandon, Canada. We also examine implications for EA process design, and the pursuit of key social objectives of sustainability. The extent to which the EA in this case facilitated emancipatory learning was quite limited, that is, the process deviated substantially from the ideal conditions of learning. As well, the EA was at best legitimating, and was by no means participatory, empowering, or equitable. The emancipatory potential of involvement in EA, and opportunities for mutual learning, could be increased with earlier involvement, higher degrees of participation, and more open decision-making.