This dissertation examines the process of informal situated learning and conscientization in a Florida coastal community that faced rapid environmental change from 1989 to 2003. By examining this poorly understood process of learning in the face of sudden and sporadic (lurching) change, and transformational change, I clarify those conditions and characteristics that fostered learning and the process of individual and collective conscientization. The study period encompassed the closure of local oyster harvesting areas, the decline of the oyster industry, the Florida net ban and decline of commercial net fishing, the collapse of wild clam harvesting in the state, and the emergence of clam farming. Two theories, panarchy developed by the Resilience Alliance (1999) and Gunderson and Holling (2002) and communities of practice developed by Lave and Wenger (1991), provided a conceptual framework for the study. I used an ethnographic approach, conducted life-learning interviews, and shared transcriptions with participants to foster conscientization. Direct and participant observations were made, and documents were collected. I used the constant comparative method to analyze data, mapped social ties and stakeholder characteristics. Data were plotted spatially and temporally to determine conditions and characteristics affecting learning and conscientization. Interaction, communication and collaboration increased during the adaptive phase of reorganization, fostering intense learning and innovation. Individuals – primarily women – denied ready access to resources by cultural structures and/or environmental events were involved in conscientization first. The participation of greater numbers of women and outsiders in clam farming during the adaptive phase of reorganization modified cultural structures and patterns of interaction with the social and bio/physical environment. Women (many former oysterers) and outsiders were able to play an influential role in collective conscientization through the retelling of their personal experiences. As the community of practice moved into the adaptive phase of utilization, cultural structures and patterns rigidified and learning slowed. Decreased access to resources due to steeper hierarchical structures perpetuated the process of conscientization. A series of crises accelerated the process. I found that individual conscientization occurred when individuals perceived action was in their best interest. I also confirmed that individual conscientization is a prerequisite for collective conscientization. / A Dissertation Submitted to the Department of Education Foundations and Policy Studies in Partial Fulfillment of the Requirements for the Degree of Doctor of
Philosophy. / Fall Semester, 2003. / October 6, 2003. / Panarchy, Environmental Change, Communities Of Practice, Conscientization, Informal And Nonformal Learning, Aquaculture / Includes bibliographical references. / Vandra Masemann, Professor Directing Dissertation; Rebecca Miles, Outside Committee Member; Peter Easton, Committee Member; Steven Klees, Committee Member; Karen Monkman, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_176313 |
| Contributors | Ronald, Margaret Lynn (authoraut), Masemann, Vandra (professor directing dissertation), Miles, Rebecca (outside committee member), Easton, Peter (committee member), Klees, Steven (committee member), Monkman, Karen (committee member), Department of Educational Leadership and Policy Studies (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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