Learning through public involvement in environmental assessment hearings

Area of Science:

• Environmental Assessment
• Environmental Education
• Critical Pedagogy

Background:

• Environmental assessments (EA) often involve public hearings.
• Understanding participant learning within these processes is crucial for effective environmental management.
• Critical education theories offer a framework for analyzing learning experiences.

Purpose of the Study:

• To examine critical education opportunities for participants in a federal environmental assessment.
• To document participant learning and its facilitation during the Sable Gas Panel Review.
• To assess the extent to which the panel review aligned with indicators of critical education.

Main Methods:

• Semi-structured interviews with panel participants.
• Review of submitted hearing materials.
• Analysis of literature on EA, environmental education, and transformational learning.
• Application of 10 operational definitions of critical education.

Main Results:

• Participants in the Sable Gas Panel Review had opportunities for critical education.
• Learning occurred through various activities, including a class on quasi-judicial hearings.
• Participant-led research emerged as a significant educational outcome.
• All 10 indicators of critical education were addressed to varying degrees.

Conclusions:

• Environmental assessments can provide a platform for critical education, even if not explicitly designed for it.
• The study identified specific educational opportunities within the EA process.
• Findings support expanding EA processes to enhance participant learning and environmental management capacity.