“Two-Row” cross-cultural learning for collaborative governance of forestland in northwestern Ontario, Canada
Abstract This paper investigates learning occurring through cross-cultural collaboration and how learning processes and outcomes of such learning affect the governance of regional lands and resources in the context of a First Nation-industry partnership in northwestern Ontario, Canada. We use transf...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Zurba, Melanie [verfasserIn] Sinclair, A. John [verfasserIn] Diduck, Alan P. [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2021 |
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| Schlagwörter: |
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| Anmerkung: |
© The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature 2021 |
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| Übergeordnetes Werk: |
Enthalten in: Regional Environmental Change - Springer-Verlag, 2001, 21(2021), 2 vom: 21. Mai |
|---|---|
| Übergeordnetes Werk: |
volume:21 ; year:2021 ; number:2 ; day:21 ; month:05 |
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| DOI / URN: |
10.1007/s10113-021-01784-0 |
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| 520 | |a Abstract This paper investigates learning occurring through cross-cultural collaboration and how learning processes and outcomes of such learning affect the governance of regional lands and resources in the context of a First Nation-industry partnership in northwestern Ontario, Canada. We use transformative learning theory as a basis for critically analyzing individual, social, and structural changes. Transformative theory has been found to be suitable for working with natural resource problems and has evolved over time to include ways for accounting for different cultural frames of reference. We attempted a decolonizing approach in our research methodology hoping to understand learning events and outcomes as expressed by the research participants according to their own worldviews. Thirty-six participants involved in the First Nation-industry partnership were engaged in semi-structured interviews. Our results reveal different events that catalyzed both transformative and culturally framed learning outcomes for participants, such as much deeper appreciation for cultural practices and shared understanding of provincial forest policies. Four types of events were identified as catalysts for such learning outcomes: (i) time spent on the land; (ii) social meetings; (iii) ceremony, and (iv) formal meetings. Each type of learning event corresponded with different learning outcomes that arose from being involved in the partnership. Drawing from the literature on transformative and Indigenous learning, our study resulted in a synthetic “two-row” frame for cross-cultural learning and demonstrates that this learning was important for building cross-cultural collaborations for resource use. | ||
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10.1007/s10113-021-01784-0 doi (DE-627)SPR044104170 (SPR)s10113-021-01784-0-e DE-627 ger DE-627 rakwb eng Zurba, Melanie verfasserin aut “Two-Row” cross-cultural learning for collaborative governance of forestland in northwestern Ontario, Canada 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature 2021 Abstract This paper investigates learning occurring through cross-cultural collaboration and how learning processes and outcomes of such learning affect the governance of regional lands and resources in the context of a First Nation-industry partnership in northwestern Ontario, Canada. We use transformative learning theory as a basis for critically analyzing individual, social, and structural changes. Transformative theory has been found to be suitable for working with natural resource problems and has evolved over time to include ways for accounting for different cultural frames of reference. We attempted a decolonizing approach in our research methodology hoping to understand learning events and outcomes as expressed by the research participants according to their own worldviews. Thirty-six participants involved in the First Nation-industry partnership were engaged in semi-structured interviews. Our results reveal different events that catalyzed both transformative and culturally framed learning outcomes for participants, such as much deeper appreciation for cultural practices and shared understanding of provincial forest policies. Four types of events were identified as catalysts for such learning outcomes: (i) time spent on the land; (ii) social meetings; (iii) ceremony, and (iv) formal meetings. Each type of learning event corresponded with different learning outcomes that arose from being involved in the partnership. Drawing from the literature on transformative and Indigenous learning, our study resulted in a synthetic “two-row” frame for cross-cultural learning and demonstrates that this learning was important for building cross-cultural collaborations for resource use. Collaboration (dpeaa)DE-He213 Cross-cultural (dpeaa)DE-He213 Forestland (dpeaa)DE-He213 Governance (dpeaa)DE-He213 Two-row learning (dpeaa)DE-He213 Transformative learning (dpeaa)DE-He213 Sinclair, A. John verfasserin aut Diduck, Alan P. verfasserin aut Enthalten in Regional Environmental Change Springer-Verlag, 2001 21(2021), 2 vom: 21. Mai (DE-627)SPR008808457 nnns volume:21 year:2021 number:2 day:21 month:05 https://dx.doi.org/10.1007/s10113-021-01784-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER AR 21 2021 2 21 05 |
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10.1007/s10113-021-01784-0 doi (DE-627)SPR044104170 (SPR)s10113-021-01784-0-e DE-627 ger DE-627 rakwb eng Zurba, Melanie verfasserin aut “Two-Row” cross-cultural learning for collaborative governance of forestland in northwestern Ontario, Canada 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature 2021 Abstract This paper investigates learning occurring through cross-cultural collaboration and how learning processes and outcomes of such learning affect the governance of regional lands and resources in the context of a First Nation-industry partnership in northwestern Ontario, Canada. We use transformative learning theory as a basis for critically analyzing individual, social, and structural changes. Transformative theory has been found to be suitable for working with natural resource problems and has evolved over time to include ways for accounting for different cultural frames of reference. We attempted a decolonizing approach in our research methodology hoping to understand learning events and outcomes as expressed by the research participants according to their own worldviews. Thirty-six participants involved in the First Nation-industry partnership were engaged in semi-structured interviews. Our results reveal different events that catalyzed both transformative and culturally framed learning outcomes for participants, such as much deeper appreciation for cultural practices and shared understanding of provincial forest policies. Four types of events were identified as catalysts for such learning outcomes: (i) time spent on the land; (ii) social meetings; (iii) ceremony, and (iv) formal meetings. Each type of learning event corresponded with different learning outcomes that arose from being involved in the partnership. Drawing from the literature on transformative and Indigenous learning, our study resulted in a synthetic “two-row” frame for cross-cultural learning and demonstrates that this learning was important for building cross-cultural collaborations for resource use. Collaboration (dpeaa)DE-He213 Cross-cultural (dpeaa)DE-He213 Forestland (dpeaa)DE-He213 Governance (dpeaa)DE-He213 Two-row learning (dpeaa)DE-He213 Transformative learning (dpeaa)DE-He213 Sinclair, A. John verfasserin aut Diduck, Alan P. verfasserin aut Enthalten in Regional Environmental Change Springer-Verlag, 2001 21(2021), 2 vom: 21. Mai (DE-627)SPR008808457 nnns volume:21 year:2021 number:2 day:21 month:05 https://dx.doi.org/10.1007/s10113-021-01784-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER AR 21 2021 2 21 05 |
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10.1007/s10113-021-01784-0 doi (DE-627)SPR044104170 (SPR)s10113-021-01784-0-e DE-627 ger DE-627 rakwb eng Zurba, Melanie verfasserin aut “Two-Row” cross-cultural learning for collaborative governance of forestland in northwestern Ontario, Canada 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature 2021 Abstract This paper investigates learning occurring through cross-cultural collaboration and how learning processes and outcomes of such learning affect the governance of regional lands and resources in the context of a First Nation-industry partnership in northwestern Ontario, Canada. We use transformative learning theory as a basis for critically analyzing individual, social, and structural changes. Transformative theory has been found to be suitable for working with natural resource problems and has evolved over time to include ways for accounting for different cultural frames of reference. We attempted a decolonizing approach in our research methodology hoping to understand learning events and outcomes as expressed by the research participants according to their own worldviews. Thirty-six participants involved in the First Nation-industry partnership were engaged in semi-structured interviews. Our results reveal different events that catalyzed both transformative and culturally framed learning outcomes for participants, such as much deeper appreciation for cultural practices and shared understanding of provincial forest policies. Four types of events were identified as catalysts for such learning outcomes: (i) time spent on the land; (ii) social meetings; (iii) ceremony, and (iv) formal meetings. Each type of learning event corresponded with different learning outcomes that arose from being involved in the partnership. Drawing from the literature on transformative and Indigenous learning, our study resulted in a synthetic “two-row” frame for cross-cultural learning and demonstrates that this learning was important for building cross-cultural collaborations for resource use. Collaboration (dpeaa)DE-He213 Cross-cultural (dpeaa)DE-He213 Forestland (dpeaa)DE-He213 Governance (dpeaa)DE-He213 Two-row learning (dpeaa)DE-He213 Transformative learning (dpeaa)DE-He213 Sinclair, A. John verfasserin aut Diduck, Alan P. verfasserin aut Enthalten in Regional Environmental Change Springer-Verlag, 2001 21(2021), 2 vom: 21. Mai (DE-627)SPR008808457 nnns volume:21 year:2021 number:2 day:21 month:05 https://dx.doi.org/10.1007/s10113-021-01784-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER AR 21 2021 2 21 05 |
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“Two-Row” cross-cultural learning for collaborative governance of forestland in northwestern Ontario, Canada |
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Abstract This paper investigates learning occurring through cross-cultural collaboration and how learning processes and outcomes of such learning affect the governance of regional lands and resources in the context of a First Nation-industry partnership in northwestern Ontario, Canada. We use transformative learning theory as a basis for critically analyzing individual, social, and structural changes. Transformative theory has been found to be suitable for working with natural resource problems and has evolved over time to include ways for accounting for different cultural frames of reference. We attempted a decolonizing approach in our research methodology hoping to understand learning events and outcomes as expressed by the research participants according to their own worldviews. Thirty-six participants involved in the First Nation-industry partnership were engaged in semi-structured interviews. Our results reveal different events that catalyzed both transformative and culturally framed learning outcomes for participants, such as much deeper appreciation for cultural practices and shared understanding of provincial forest policies. Four types of events were identified as catalysts for such learning outcomes: (i) time spent on the land; (ii) social meetings; (iii) ceremony, and (iv) formal meetings. Each type of learning event corresponded with different learning outcomes that arose from being involved in the partnership. Drawing from the literature on transformative and Indigenous learning, our study resulted in a synthetic “two-row” frame for cross-cultural learning and demonstrates that this learning was important for building cross-cultural collaborations for resource use. © The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature 2021 |
| abstractGer |
Abstract This paper investigates learning occurring through cross-cultural collaboration and how learning processes and outcomes of such learning affect the governance of regional lands and resources in the context of a First Nation-industry partnership in northwestern Ontario, Canada. We use transformative learning theory as a basis for critically analyzing individual, social, and structural changes. Transformative theory has been found to be suitable for working with natural resource problems and has evolved over time to include ways for accounting for different cultural frames of reference. We attempted a decolonizing approach in our research methodology hoping to understand learning events and outcomes as expressed by the research participants according to their own worldviews. Thirty-six participants involved in the First Nation-industry partnership were engaged in semi-structured interviews. Our results reveal different events that catalyzed both transformative and culturally framed learning outcomes for participants, such as much deeper appreciation for cultural practices and shared understanding of provincial forest policies. Four types of events were identified as catalysts for such learning outcomes: (i) time spent on the land; (ii) social meetings; (iii) ceremony, and (iv) formal meetings. Each type of learning event corresponded with different learning outcomes that arose from being involved in the partnership. Drawing from the literature on transformative and Indigenous learning, our study resulted in a synthetic “two-row” frame for cross-cultural learning and demonstrates that this learning was important for building cross-cultural collaborations for resource use. © The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature 2021 |
| abstract_unstemmed |
Abstract This paper investigates learning occurring through cross-cultural collaboration and how learning processes and outcomes of such learning affect the governance of regional lands and resources in the context of a First Nation-industry partnership in northwestern Ontario, Canada. We use transformative learning theory as a basis for critically analyzing individual, social, and structural changes. Transformative theory has been found to be suitable for working with natural resource problems and has evolved over time to include ways for accounting for different cultural frames of reference. We attempted a decolonizing approach in our research methodology hoping to understand learning events and outcomes as expressed by the research participants according to their own worldviews. Thirty-six participants involved in the First Nation-industry partnership were engaged in semi-structured interviews. Our results reveal different events that catalyzed both transformative and culturally framed learning outcomes for participants, such as much deeper appreciation for cultural practices and shared understanding of provincial forest policies. Four types of events were identified as catalysts for such learning outcomes: (i) time spent on the land; (ii) social meetings; (iii) ceremony, and (iv) formal meetings. Each type of learning event corresponded with different learning outcomes that arose from being involved in the partnership. Drawing from the literature on transformative and Indigenous learning, our study resulted in a synthetic “two-row” frame for cross-cultural learning and demonstrates that this learning was important for building cross-cultural collaborations for resource use. © The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature 2021 |
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“Two-Row” cross-cultural learning for collaborative governance of forestland in northwestern Ontario, Canada |
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Sinclair, A. John Diduck, Alan P. |
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2024-07-03T22:55:16.728Z |
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