Applying modified participatory video and popular education to improve environmental science learning in northern Manitoba

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dc.contributor.authorStepaniuk, Jeffray Roy
dc.contributor.examiningcommitteeAtleo, Marlene (Education) Mauro, Ian (Environment & Geography) Restoule, Jean-Paul (University of Victoria)en_US
dc.contributor.supervisorMcLachlan, Stephane (Environment & Geography) Haque, Emdad (Natural Resources Institute)en_US
dc.date.accessioned2018-04-10T20:25:14Z
dc.date.available2018-04-10T20:25:14Z
dc.date.issued2017
dc.date.submitted2018-03-31T20:00:57Zen
dc.degree.disciplineNatural Resources Managementen_US
dc.degree.levelDoctor of Philosophy (Ph.D.)en_US
dc.description.abstractNorthern Indigenous communities are confronted by many social and economic barriers as well as declines in the sustainability of freshwater which has emerged as a crucial issue in these regions. Responses to challenges are compromised by an education system that is still imported from the South and fails to reflect the rich cultural traditions of the North. It is in these remote locales that freshwater maintainability and insightful caring are felt directly, and it is within these same communities that alternative place-based learning will accomplish the most. The University College of the North has recently developed an approach that is cross-cultural in nature and grounded both in western science and the traditions of nearby Oji-Cree communities. Although culturally appropriate, the continued absence of diversity in lesson delivery and entry-level assessment of adult student performance inadvertently enforces a uni-dimensional Euro-dominant model of education. This study explores the implications of different approaches to environmental education on academic performance and experience in northern Manitoba. In addition to conventional lesson delivery, the value of non-conventional approaches using participatory video and situated education were explored. Experiences and learning outcomes of 97 incoming students from seven different academic programs centered on an exercise that calculated stream flow. Outcomes were assessed using competency-based field skills tests and ‘unsolicited’ student interview responses. Non-conventional approaches were characterized by improved academic performance, raised environmental consciousness, and overt acts of engagement creating global context at a personal level concerning freshwater supply. Situated in-stream opportunities and participatory video not only stimulated transformative moments, but significantly increased (p=0.003) mean test scores by 26%, raised Indigenous student technical skillset scores by 12% (p = 0.05), and significantly improved (p=0.07) conceptual understanding. Increases in performance were exhibited by students who were Indigenous, female, and those registered in the natural resource program, supporting the importance of participatory video and experiential learning in postsecondary education. The results of this study show implementation of ‘alternative’ non-conventional lesson deliveries will increase student awareness and ‘individual advocacy’ regarding freshwater conservation while also helping improve the success and retention of postsecondary students across northern Manitoba, and for that matter Canada.en_US
dc.description.noteMay 2018en_US
dc.identifier.urihttp://hdl.handle.net/1993/32949
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.subjectAdult learningen_US
dc.subjectFreshwater sustainabilityen_US
dc.subjectPopular educationen_US
dc.subjectIndigenous educationen_US
dc.subjectBehaviour changeen_US
dc.subjectNorthern Manitoba educationen_US
dc.subjectUniversity college of the northen_US
dc.subjectCulturally sensitive learningen_US
dc.subjectNon-conventional lesson deliveryen_US
dc.subjectSituated learningen_US
dc.subjectStreamflow calculationen_US
dc.subjectUnsolicited interview codingen_US
dc.subjectTransformative learningen_US
dc.subjectParticipatory videoen_US
dc.subjectPlace-responsive learningen_US
dc.subjectPlace-conscious learningen_US
dc.subjectPlace-sensitive learningen_US
dc.subjectPlace-based learningen_US
dc.subjectFactor analysisen_US
dc.subjectEcological andragogyen_US
dc.subjectEureka momenten_US
dc.subjectAha momenten_US
dc.subjectQualiaen_US
dc.subjectMixed student assessmenten_US
dc.subjectAcademic axiologyen_US
dc.subjectWatershed educationen_US
dc.subjectEmbedded learningen_US
dc.subjectEnvironmental transformationen_US
dc.titleApplying modified participatory video and popular education to improve environmental science learning in northern Manitobaen_US
dc.typedoctoral thesisen_US
local.subject.manitobayesen_US
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