Place and transformative learning in climate change focused community science

Author:

Groulx Mark1,Winegardner Amanda2,Brisbois Marie Claire3,Fishback Lee Ann2,Linde Rachelle4,Levy Kristin1,Booth Annie1

Affiliation:

1. School of Planning and Sustainability, University of Northern British Columbia, 3333 University Way, Prince George, BC V2N 4Z9, Canada

2. Churchill Northern Studies Centre, P.O. Box 610, Churchill, MB R0B 0E0, Canada

3. Science Policy Research Unit, Business School, University of Sussex, Jubilee Building, Falmer Brighton, BN1 9SL, United Kingdom

4. Natural Resources and Environmental Studies, University of Northern British Columbia, 3333 University Way, Prince George, BC V2N 4Z9, Canada

Abstract

Community science involves the co-creation of scientific pursuits, learning, and outcomes and is presented as a transformative practice for community engagement and environmental governance. Emphasizing critical reflection, this study adopts Mezirow’s conception of transformative learning to theorize the transformative capacity of community science. Findings from interviews with participants in a community science program reveal critical reflection, although instances acknowledging attitudes and beliefs without challenging personal assumptions were more common. Program elements most likely to prompt participants to identify beliefs, values, and assumptions include data collection and interaction in team dynamics, whereas data collection in a novel environment was most likely to prompt participants to challenge their beliefs, values, and assumptions. A review of 71 climate change focused programs further demonstrates the extent that program designs support transformative learning. Key features of the community science landscape like the broad inclusion of stated learning objectives offer a constructive starting point for deepening transformative capacity, while the dominance of contributory program designs stands as a likely roadblock. Overall, this study contributes by applying a developed field to theorize transformation in relation to community science and by highlighting where facilitators should focus program design efforts to better promote transformation toward environmental sustainability.

Publisher

Canadian Science Publishing

Subject

Multidisciplinary

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