A. John Sinclair

Stoking the Dialogue on the Domains of Transformative Learning Theory Insights From Research With Faith-Based Organizations in Kenya

Transformative learning theory is applied in a variety of fields, including archaeology, religious studies, health care, the physical sciences, environmental studies, and natural resource management. Given the breadth of the theory’s application, it needs to be adaptable to broad contexts. This article shares insights gained from applying the theory’s learning domains in the analysis of learning experiences outside the classroom. The discussion is based on empirical qualitative research exploring how individual learning emerges from the intersection of faith and the pursuit of sustainability within faith-based organizations operating in Kenya. Data were gathered through semistructured interviews and participant observation. Chronicling our analysis process, problems encountered, and solutions adopted, we introduce a new introspective domain and explore the interactions among learning domains.

Place-Based Inquiry's Potential for Encouraging Public Participation: Stories From the Common Ground Land in Kenora, Ontario

ABSTRACT Natural resource management increasingly strives for meaningful public participation as a means to address the complexity, uncertainty, and conflict inherent in planning and decision making. When there are multiple stakeholders, place-based inquiry shows considerable promise as a vehicle for such participation. The Common Ground Land (CGL), important heritage lands in Kenora, Ontario, provides an opportunity to consider the relationship between place-based inquiry and participation. The CGL is the subject of an emerging system of governance initiated by a multistakeholder partnership. Semistructured interviews and modified focus groups were used to promote place-based conversations regarding the CGL. Our inquiry reveals grounded themes related to connections, perspectives, and visions, including subthemes such as “respect,” “spiritual activities,” “community,” and “fear of disconnection.” Our results illustrate that place-based inquiry has potential to work as a vehicle for meaningful participation, and in this case created a supportive avenue for participation in future CGL planning and decision making.

Towards a home-grown approach to strategic environmental assessment: adapting practice and participation in Kenya

Abstract Kenya is among the first countries in sub-Saharan Africa to formally require the assessment of public policies, plans and programs. National strategic environmental assessment (SEA) guidelines were finalized in 2012 to adapt and enhance SEA practice in the Kenyan context. The purpose of this research was to examine recent Kenyan SEA, with a particular emphasis on public participation, by developing and applying an analysis framework that both incorporates commonly accepted SEA principles and approaches and is cognizant of the national context in shaping SEA practice. Results reveal that a number of SEA practices are consistent with the framework in the nine cases considered, such as containing standard SEA components and developing monitoring plans. A requirement that each SEA must include educating the public about SEA is an innovative local adaptation. Results also show a number of practices that are still emerging, such as initiating SEA early and disseminating results to the participants. We conclude that SEA is still developing in Kenya, but processes for conducting it are slowly adapting to the Kenyan context.

A Comparative Case Study of Small Hydro Development in the Indian Himalaya

The hilly and mountainous regions of the Indian Himalaya offer vast potential for hydro development because of the number of fast-flowing rivers and streams. Several state governments, along with the central government, continue to promote the harnessing of this power potential to correct energy deficits, encourage industrial development, and improve social well-being. For their part, the states of Himachal Pradesh and Uttarakhand have encouraged developers to take advantage of various incentives to exploit their hydro potential. Our research focuses on one aspect of these initiatives in these two states, the burgeoning small hydro industry. Small hydro development has become very popular in these and other regions in India because of its potential to provide local benefits, such as electrification, reduction in fossil fuel use, and enhanced local economic development opportunities, especially in rural and remote areas. Using a qualitative approach involving a review of documents, field observations, and interviews with government representatives, industry officials, and community members, the research investigated the development activities for two small hydro projects. Our findings show that the most successful project was the one where the local community was fully engaged in planning, construction and operation. They also reveal the need for significant policy change in relation to the approval of hydro developments that are not community based. Additionally, the work revealed that community members were concerned about the vast extent of micro-hydro development in their regions.

Transitioning to a more sustainable society: unpacking the role of the learning–action nexus

Abstract In recent years, action on sustainability has been highly influential around the globe and many now recognize the importance of individual and social learning for inspiring action and achieving sustainability outcomes. Transformative learning theory has been criticized, however, for insufficient development of the link between learning and action. The purpose of this paper is to deepen our understanding of the learning–action cycle among adult learners in the sustainability context. We consider this through insights from two studies in Kenya and Canada, utilizing a qualitative approach. Both studies employed semi-structured interviews as their primary data collection instrument and used other tools such as focus groups and journal writing. Three broad nodes of social action—individual, interpersonal and collective—are identified and defined based on the data collected. Results show that while all three types of action were evident in the outcomes of participants, individual social action was the most common and collective social action was the least. Barriers to applying learning in action are also derived from the data, including situational, personal, interpersonal, sociocultural and environmental obstacles. Factors that assist in overcoming such barriers include community support networks and skills training.