Meaningful public engagement is a challenging, but promising, feature of strategic environmental assessment (SEA) in developing countries such as Kenya. This research examined completed Kenyan SEA and compared procedures to standard practice, with particular emphasis on public participation. Two selected SEA case studies explored the extent of participation, learning outcomes of participation, and whether the learning outcomes lead to social action for sustainability at the community level. Document reviews, participant observation, a focus group, and semi-structured interviews with environmental practitioners, government officials, and community members provided data for the thesis. The study revealed that public participation is variable amongst the completed SEAs and shows that the ideal conditions for learning in public participation were not completely fulfilled, resulting in a greater abundance of instrumental than communicative or transformative learning outcomes. Nonetheless, individual and social actions that contribute to sustainability have been taken based on the learning outcomes.

Stakeholder participation in evaluation, where the evaluator engages stakeholders in the process, is prevalent in evaluation practice and is an important focus of evaluation research. Cousins and Whitmore proposed a bifurcation of participatory evaluation into the two streams of transformative participatory and practical participatory evaluation (T-PE and P-PE respectively). T-PE stems from a social justice perspective and P-PE has more of a use orientation. T-PE is an underdeveloped evaluation theory with relatively low operational specificity. Case examples provide some understanding of it in practice, but comprehensive empirical support is still forthcoming. This study aims to develop a greater understanding of the participatory evaluation schema of P-PE and T-PE and to develop more practice-based and accessible operational specificity of T-PE by developing a logic-model like representation informed by both theorists and practitioners. In the process, a set of 28 key T-PE variables and eight statements that help identify T-PE evaluators were developed. The American Evaluation Association's membership (N=6,615) was invited to an online survey where they were asked their agreement on eight statements related to participatory evaluation. If they were at all participatory in their approach to evaluation they were asked to model their evaluation practice using an online software. A total of 240 evaluators modeled their practice. A most-endorsed model was created from the drawings of those identified as T-PE evaluators (n=142). A sample of these (n=21) commented on the model through webinars. The model created in this research is quantitatively and qualitatively different from a model created by a group of practitioners identified as more utilization-focused (n=16). The T-PE model was more likely to have stakeholder involvement and community trust at its center and the comparison model was more action-oriented and outcomes driven. This theory- and practice-informed T-PE model, the set of variables expected to be key to T-PE, and the set of statements that might be used to identify T-PE evaluators from other practitioners provide for a more descriptive theory of transformative participatory evaluation and introduce a novel method for engaging practitioners in the theory development process.

Meaningful public engagement is a challenging, but promising, feature of strategic environmental assessment (SEA) in developing countries such as Kenya. This research examined completed Kenyan SEA and compared procedures to standard practice, with particular emphasis on public participation. Two selected SEA case studies explored the extent of participation, learning outcomes of participation, and whether the learning outcomes lead to social action for sustainability at the community level. Document reviews, participant observation, a focus group, and semi-structured interviews with environmental practitioners, government officials, and community members provided data for the thesis. The study revealed that public participation is variable amongst the completed SEAs and shows that the ideal conditions for learning in public participation were not completely fulfilled, resulting in a greater abundance of instrumental than communicative or transformative learning outcomes. Nonetheless, individual and social actions that contribute to sustainability have been taken based on the learning outcomes.

A qualitative study was undertaken that explored the conditions for transformative learning (Mezirow, 2000) in a specific form of work-integrated education (WIE), co-operative education, towards the development of a theoretical model. The research question considered was ‘what pedagogical and workplace practices available during WIE contribute to transformative learning?’ WIE students, supervisors and their co-op coordinator were the participants in this study. Four case studies were developed based on evidence from interviewing these participants at the beginning and end of one work term. Aggregated data from the coordinator, student and supervisor interviews were analyzed. The Kelly repertory grid was used as a way to elucidate and rate participant constructs of transformative learning during WIE. Activity theory, which theorizes that expansive learning is a result of a dialectic, mediated process embedded in a socio-cultural context (Engeström, 1987), provided the theoretical framework to examine these constructs and their relationship to the conditions for transformative learning. The findings from the study revealed several results that add to our theoretical models for WIE. First, WIE, including co-operative education, relies heavily on the constructivist perspective of Kolb’s Experiential Learning Theory (Kolb, 1984) yet the participants cited transformative learning from critical-cultural, psychoanalytical, situative and enactivist perspectives (Fenwick, 2000) with each perspective providing a different lens through which critical reflection, the antecedent to transformative learning, could be supported (Mezirow, 1998). Second, critical reflection, in addition to being supported from a variety of perspectives, was found to occur as a result of the resolution of contradictions found in the dialectic and mediated processes explicated by activity theory’s cycle of expansive transition (Engeström, 1987). Third, the enablers (mediators) most involved in contributing to this process were: opportunities for work and learning, a supportive environment, student capabilities, co-workers, supervisors, and assessment and reflection practices. Fourth, within the context of WIE, activity theory introduces the dimensions of time, context and transformative processes (Keengwe & Jung-Jin, 2013) to our understanding of how transformational learning occurs and results in the transformative outcomes of self-formation (Dirkx, 2012), and social transformation (Merriam, Caffarella, & Baumgartner, 2007). Fifth, the integration of these transformative outcomes into the WIE or workplace was dependent upon the time and value given to transformative processes, institutional requirements and a positive emotional environment that supported the resultant changes to the students’ world view and ability to act (Avis, 2009; Hanson, 2013; Holman, Pavlica, & Thorpe, 1997; Taylor, 2008). The implications of these findings are that WIE theoretical models include considerations of: perspective, socio-cultural context, dialectic and mediated processes and creating a positive emotional space to support the critical reflection necessary for transformative learning. Including these considerations shifts WIE theory from a constructivist perspective towards an enactivist perspective with the potential that programs intentionally support both students’ individual change and the social change of organizations where they work and study. Furthermore, adopting a view of WIE as an interaction between two systems, with the resultant “knotworking”, “boundary spanning” and “co-configuration” (Engeström, 2009), opens up possibilities for innovation and renewal in WIE programs and workplaces. / Graduate / 0515 / 0745 / nmcrae@uvic.ca

This research explores transformative learning occurring through the Farmer Field Schools of the Taita Hills, Kenya using a qualitative, case study approach. The findings reveal that cultural roles and premises profoundly impacted learning and that a mixed-group setting could contribute to closing the gap between gender inequalities, leading to a more just and sustainable type of agriculture.

This dissertation explores how transformative spaces and agency provide opportunities in everyday lives for transformative shifts from the dominant culture towards a culture of ecological decision-making. Stories about transformative change and system shifts, told by forty people involved in Canada’s Gulf Islands, form the basis for the findings. Their stories demonstrate how personal transformation leads to changed lifestyles and system shifts that reflect the interconnectedness between all living organisms. Two elements of the shift to ecological thinking are increased understanding of the natural world, and willingness to hear and empathise with other people’s realities. Change in communities is cumulative and unpredictable, mirroring personal transformation. Community self-governance is at the core of cultural shifts – the extent to which community members, with various purposes and realities, engage in empathetic dialogue. When interacting with governments and corporations, those who have shifted to ecological-thinking mode exercise their agency and respond according to their inner values. Factors that increase the likelihood of cultural shifts include: a) a multiplicity of different realities in the same space that create the opportunity for people to rethink their cultural box and see the arbitrariness of dominant norms, b) people exercising their agency rather than looking to government as authority, c) collective, non-hierarchical processes, and d) support and links to others in a network of symbiotic ecological-thinking nodes. The power in d) is the power of an accumulation of localisms that creates cultural shifts, arising from communities, which shifts society’s norms and behaviours. / Graduate / 0329 / 0615 / fayweller@shaw.ca

A qualitative study was undertaken that explored the conditions for transformative learning (Mezirow, 2000) in a specific form of work-integrated education (WIE), co-operative education, towards the development of a theoretical model. The research question considered was ‘what pedagogical and workplace practices available during WIE contribute to transformative learning?’ WIE students, supervisors and their co-op coordinator were the participants in this study. Four case studies were developed based on evidence from interviewing these participants at the beginning and end of one work term. Aggregated data from the coordinator, student and supervisor interviews were analyzed. The Kelly repertory grid was used as a way to elucidate and rate participant constructs of transformative learning during WIE. Activity theory, which theorizes that expansive learning is a result of a dialectic, mediated process embedded in a socio-cultural context (Engeström, 1987), provided the theoretical framework to examine these constructs and their relationship to the conditions for transformative learning. The findings from the study revealed several results that add to our theoretical models for WIE. First, WIE, including co-operative education, relies heavily on the constructivist perspective of Kolb’s Experiential Learning Theory (Kolb, 1984) yet the participants cited transformative learning from critical-cultural, psychoanalytical, situative and enactivist perspectives (Fenwick, 2000) with each perspective providing a different lens through which critical reflection, the antecedent to transformative learning, could be supported (Mezirow, 1998). Second, critical reflection, in addition to being supported from a variety of perspectives, was found to occur as a result of the resolution of contradictions found in the dialectic and mediated processes explicated by activity theory’s cycle of expansive transition (Engeström, 1987). Third, the enablers (mediators) most involved in contributing to this process were: opportunities for work and learning, a supportive environment, student capabilities, co-workers, supervisors, and assessment and reflection practices. Fourth, within the context of WIE, activity theory introduces the dimensions of time, context and transformative processes (Keengwe & Jung-Jin, 2013) to our understanding of how transformational learning occurs and results in the transformative outcomes of self-formation (Dirkx, 2012), and social transformation (Merriam, Caffarella, & Baumgartner, 2007). Fifth, the integration of these transformative outcomes into the WIE or workplace was dependent upon the time and value given to transformative processes, institutional requirements and a positive emotional environment that supported the resultant changes to the students’ world view and ability to act (Avis, 2009; Hanson, 2013; Holman, Pavlica, & Thorpe, 1997; Taylor, 2008). The implications of these findings are that WIE theoretical models include considerations of: perspective, socio-cultural context, dialectic and mediated processes and creating a positive emotional space to support the critical reflection necessary for transformative learning. Including these considerations shifts WIE theory from a constructivist perspective towards an enactivist perspective with the potential that programs intentionally support both students’ individual change and the social change of organizations where they work and study. Furthermore, adopting a view of WIE as an interaction between two systems, with the resultant “knotworking”, “boundary spanning” and “co-configuration” (Engeström, 2009), opens up possibilities for innovation and renewal in WIE programs and workplaces. / Graduate / 0515 / 0745 / nmcrae@uvic.ca

This primarily theoretical-philosophical study is aimed at identifying the main principles according to which a globally relevant core curriculum for teacher education could be devised at a critical juncture in human history. In order to do that, a Weberian ideal type of the globally good teacher is outlined. The notion of the globally good teacher refers to a teacher role, with the salient associated principles and action capabilities that, by rational criteria, would be relevant to the developmental challenges and possibilities of humanity as an entity, would be acceptable in any societal context across the globe, and would draw on wisdom and knowledge from a broad range of cultures. Teachers as world makers, implying a teacher role which is based on the most salient task of a teacher being the promotion of societal transformation towards a new cosmopolitan culture, is suggested as the essence of the globally good teacher. Such a role is enacted in three main aspects of an inspiring driving force, a responsive explorer, and a synergizing harmonizer, each manifested in a set of guiding principles and an action repertoire. Though a theoretical construct, the ideal type of the globally good teacher is shown to have been instantiated in the educational practices of teachers and teacher educators, as well as in national and international policy documents. Based on the characterization of the globally good teacher, the main elements for developing a globally relevant core curriculum for teacher education are concluded to be transformativity, normativity, and potentiality. The study closes with a discussion of the strategic possibilities for bringing the ideal type of the globally good teacher to bear upon the discourses and practices of teacher education.

In the rapidly changing ‘knowledge economy’ where ‘innovation’ and ‘responsiveness’ are vital, tertiary education can be at a point transformation. Since the late 1990s the New Zealand government began to shift part of its tertiary education policy with an increasing focus on what is commonly called ‘foundation’ education. The shift was aimed at ensuring all New Zealanders are equipped for the knowledge economy and raising the skills of individuals. A variety of research and education programmes were launched, and existing foundation or bridging programmes strengthened through policy, research and educational endeavours. Bridging education programmes (a subset of foundation education) are designed to prepare non-traditional and under-prepared students for ongoing study at a higher level. This current research sought to identify the influence of a university bridging programme (Level 4) on students who progressed into further study at undergraduate level. The bridging programme commenced in 2003 providing a pathway for students into undergraduate health degrees. The key question for this thesis was: how does bridging education influence students? To determine the influence of the bridging programme, this research was based on a case-study of seven students who completed four or eight papers in the bridging programme. Participants were in ongoing study (for at least one year) in a Bachelor of Health Science (any major). The methodology was qualitative in design, drawing extensively on a case-study approach to research the influences of the bridging programme. The method of data collection utilised was individual semi-structured interviews with former bridging students to ascertain their perceptions, views and experiences of the influence of a bridging programme, both historically and currently. In examining this unique context, information on the influences of bridging education was explored and the importance of bridging education, from the participant’s perspective, understood more clearly. This thesis and the research within revealed that the influence of the bridging programme began at the participant’s time of enrolment and continued into their undergraduate study and their lives. The bridging programme influenced the way participant’s interacted with a range of factors including: the institution; their undergraduate programme; with educators and peers; and with family, friends and others in society. Equally, it is acknowledged that these factors influenced the participant’s, facilitating or impeding their ongoing learning. The participants also identified several challenges (financial and relational) related to the influence of tertiary study which they faced. The research revealed the programme influenced their ongoing success and continuation in undergraduate study. The programme provided an effective bridge into tertiary education (academically, emotionally and socially). Participant’s acknowledged the influence on their cognitive and meta-cognitive growth and development. The range of tertiary leaning skills and knowledge gained and/or enhanced was considerable. Close links between the academic skills taught in the bridging programme and required in undergraduate study were evident. Positive improvements in confidence, self-efficacy and motivation were also attributed to the influence of the programme. Holistic personal development occurred as the skills and knowledge gained and developed were transferred and extended from academia into other areas of the lives of former bridging students and thus further influenced their family, personal friends and society. The influence of the bridging programme has enabled new opportunities, ways of being and employment to become more than a dream, but a reality which the participants continue to move towards. Overall, it could be claimed that the influence of the bridging programme was holistic. A series of recommendations are provided for theory, policy and practice. The significance for social issues and action are discussed and avenues for further research outlined.

Thesis (M.A.)--Bowling Green State University, 2007. / Document formatted into pages; contains ix, 102 p. Includes bibliographical references.