Extreme hydroclimatic events in rural communities of the Brazilian Amazon: local perceptions of change, impacts, and adaptation.

The Intergovernmental Panel on Climate Change Fifth Assessment Report reveals vast evidence of increasing climate variability and a higher frequency and intensity of extreme events. Vulnerable regions to such disturbances have been widely studied in some areas, but considerably less is known about other vulnerable regions that are key to global climatic regulation, such as Amazonia. In terms of the human dimensions of climate impacts, rural and indigenous communities in developing regions are among the most vulnerable due to their limited economic capital and direct reliance on natural resources. The purpose of this research was to reveal local perceptions about the impacts of, and adaptations to, recent climatic and associated hydrological changes caused by extreme events in the Brazilian Amazon. We worked in severely impacted rural Amazonian riverine communities utilizing a qualitative case study approach that included interviews, observation while living in the community, and participatory mapping. Our results indicate that participants perceived that there has been an increased occurrence and intensity of hydroclimatic events in the last decade, especially extreme floods. Findings also show that the repeated occurrence of extreme floods resulted in severe impacts, including some that had never been experienced by the local communities, such as the complete loss of perennials. We found that a wide range of locally devised responses was implemented, despite incipient governmental support. Data also showed that responses have evolved significantly over time due to local experience with repeated extreme events. A variety of factors also affected participants' abilities to respond to hydroclimatic changes, notably information exchange among farmers and access to technological advancements. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s10113-021-01857-0.

Learning for sustainability among faith-based organizations in Kenya.

The complex and unpredictable contexts in which environmental and development work take place require an adaptable, learning approach. Faith-based organizations (FBOs) play a significant role in sustainability work around the world, and provide a unique setting in which to study learning. This paper explores individual learning for sustainability within two FBOs engaged in sustainability work in Kenya. Learning outcomes covered a broad range of areas, including the sustainability framework, environment/conservation, skills, community work, interpersonal engagement, and personal and faith development. These outcomes were acquired through embodied experience and activity, facilitation by the workplace, interpersonal interaction, personal reflection, and Bible study and worship. Grounded categories were compared to learning domains and processes described by Mezirow's transformative learning theory. The findings indicate that for learning in the sustainability field, instrumental learning and embodied learning processes are particularly important, and consequently they require greater attention in the theory when applied in this field.

Learning for sustainability: participatory resource management in Cambodian fishing villages.

Considerable attention is now being given to the role and importance of education and learning implications of participatory resource and environmental governance. The contention is that such learning has the potential to transform behaviour, and in the case of resource management, may help change current patterns in resource use towards a more sustainable social-ecological system. Our purpose is to establish the opportunities for learning afforded to those participating in local level resource management committees in two Cambodian fishing communities and consider the learning outcomes from such opportunities. Our approach was qualitative and used a case study design. The findings establish a wide range of committee resource management activities that resulted in both instrumental (e.g., learning about administrative procedures) and communicative (e.g., insights into the need to conserve mangroves) learning. It was revealed that such learning can lead to changes in behaviour at the community level (e.g., managing local waste). Our findings also indicated a number of motivators and enablers of learning such as opportunities for dialogue, leadership and the presence of declining resources.

Environmental impact assessment under the Mackenzie Valley Resource Management Act: deliberative democracy in Canada's North?

We consider the extent to which the Mackenzie Valley Resource Management Act (MVRMA) provides an opportunity for deliberative democracy to emerge within the context of resource management in Canada's North. The focus is on the extent to which the tenets of deliberative democracy are exercised in the environmental assessment (EA) of the Snap Lake diamonds project. Data collection included semi-structured interviews with assessment participants, and a review of documentation surrounding the EA process, and the case study. Results combined four principles of deliberative democracy: generality, autonomy, power neutrality, and ideal role taking. The EA conducted under the MVRMA can serve as a deliberative process, as illustrated by opportunities for dialogue, access to different perspectives, and learning outcomes. However, many of these positive results occurred through nonmandated technical sessions. The absence of participant funding also limits the deliberative potential of the MVRMA.

Learning through public involvement in environmental assessment hearings.

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.

Public involvement in environmental assessment: the case of the nonparticipant.

Public involvement is recognized by legislators, practitioners, academics, nongovernment organizations and, most importantly, affected communities, as a fundamental component of environmental assessment (EA) processes. Experience with public involvement in EA has proven, however, that despite good intentions, there are formidable barriers to participation. This paper examines this issue, largely through a case study of a new Can$120 million hog processing facility in Brandon, Canada. Primary data were collected in three phases, using multiple methodological techniques, including document review, qualitative interviews, and a mail questionnaire. Results included a diverse list of barriers to involvement, grouped into two primary categories: structural and individual. A significant structural barrier was a belief that becoming involved would not make a difference as the ultimate decision in the case was a foregone conclusion. An important individual barrier was that people did not know about the EA. Finally, the results indicated that lack of interest was not an important reason for nonparticipation.