This paper reviews studies of transformative learning through public involvement in natural resource and environmental management (NREM). It summarises evidence regarding instrumental, communicative, transformative and sustainability-oriented learning outcomes, and learning processes
such as reflection, rational discourse and applying new frames of references in individual and social action. The paper discusses the implications for the design of NREM and public involvement, and presents a new framework connecting non-formal education, involvement in NREM, transformative
learning and sustainability. The paper concludes with suggestions for promising future research, such as scaling up transformative learning in the context of NREM, including examining potential complementarities with leading models of social and organisational learning.
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natural resource and environmental management;
Document Type: Research Article
Environmental Studies Program,The University of Winnipeg, 515 Portage AvenueWinnipeg, CanadaR3B 2E9,
Natural Resources Institute,University of Manitoba, 200 Dysart RoadWinnipeg, CanadaR3T 2N2,
Department of Geography,The University of Winnipeg, 515 Portage AvenueWinnipeg, CanadaR3B 2E9,
Publication date: December 1, 2012
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