mapping the pillars of sustainability(final)

Mapping the pillars of sustainability: Building capacity for integrated coastal and marine

planning on Cape Breton Island’s gulf coast

Paul Boyd

St. Francis Xavier University

Research Project Report

AE520

Antigonish, Nova Scotia

June, 2014

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Acknowledgement

I wish to acknowledge the following for their contribution to the development of this

manuscript: Dr. Elizabeth Lange from the Adult Education Department, St. Francis Xavier

University for her guidance and encouragement; Ms. Erin Careless also from the Adult

Education Department at St.FX, who provided advice throughout this research report; Dr. Daniel

MacInnes from the St.FX Sociology Department for guidance and support in analysing the

demographic data and developing graphs; Fisheries and Oceans Canada, Gulf Region for

providing the opportunity to work on this initiative and providing the technical support in

developing the maps and digitizing the mapped data.

A sincere Thank You to the twenty four participants that shared their time and wealth of

local knowledge, working with you was a great learning experience for me.

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Table of Contents

1. Abstract 4

2. Introduction 62.1 Purpose of Research and Research Question 8

3. Literature Overview and Theoretical Framework 93.1 Community Development / Sustainable Fisheries 93.2 Coastal and Marine Planning / Policy Development 143.3 Research Methodology and Rationale 203.4 Environmental Adult Education 23

4. Methodology and Methods / Case Study 254.1 Participation selection 254.2 Focus Group process and Data collection methods 274.3 Data analysis methods and Trustworthiness 29

5. Results and Observations 315.1 Delimitations and Limitations 535.2 Discussions of Findings 545.3 Presentation of data and Findings 55

6. Significance and Contribution of Research 58

7. Conclusion and Implications 597.1Gaps in Environmental Adult Education 607.2 Transferability 617.3 Value Going Forward 61

8. Relevance 62

9. Bibliography 64

10. Appendices 78

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Mapping the pillars of sustainability: Building capacity for integrated coastal and marine

planning on Cape Breton Island’s gulf coast

Paul Boyd

Abstract

The western coast of Cape Breton Island has key industries including those using the

marine area or its resources directly, such as fishing, aquaculture, transportation and tourism.

Land based industries in the area are also resource based including agriculture, forestry, and

tourism including a national park. Off shore aquaculture, oil and gas exploration, and other

energy options are possible future developments along this coast. Like any coastal area, climate

change and sea level rise are concerns. Citizens need a tool for assessing impacts of new

developments and adapting to climate change.

This research project uses a values mapping tool to build capacity in coastal communities

for coastal and marine planning. This case study engages citizens to answer the question, how

does place based values mapping contribute to environmental adult education? The participants

in this study are citizens residing in coastal communities in the watersheds along this coastal

zone. This social and cultural values mapping exercise supports informed decision-making and

community-based planning in response to natural resource management, adapting to climate

change, and preparing for new economic developments for the coastal zone of Inverness County.

This process is an educational tool where participants may gain insight from participating in the

mapping exercise and share their collective knowledge with other participants. By mapping their

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social and cultural values participants can provide input into the phenomenon of coastal and

marine planning and revitalize development in their coastal communities.

Integrating people’s community knowledge and values into decision making can

empower them to work together in a more holistic approach to planning and governance.

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2. Introduction

After driving across the Canso Causeway and onto Cape Breton Island you make your

way to a rotary before beginning what seems like a continuous climb along the Ceilidh Trail.

You will appreciate the anthropogenic features such as the causeway, rotary and highway as

conduits to what nature has provided. During this climb you drive through coastal communities

some of whose place names reflect ancestral connections to European homelands, and some

reflected in stories and songs. You are in Inverness County, and the social and cultural values are

evident in the place names. First there is Troy then Long Pond, and Creignish. You pass through

the setting for Linden MacIntyre’s 2009 literary fiction Giller Prize winning book The Bishops

Man, next the Story Tellers Museums. Then you are in Judique where the welcome sign states

“The Home of Celtic Music” then the Cultural Centre next to the Ceilidh Music Interpretive

Centre, past the Catholic Church and the cemetery to the Cairn commemorating the Celtic

settlers. From this location you see that you are now at sea-level, and will wonder how that could

be after a 20 minute climb.

Looking north into the mountains you continue the optical climb into the highlands.

While driving you will enjoy the scenery along the shoreline, there are coves and ports,

lighthouses, beaches and the bay. Next there is Port Hood then Mabou, where the welcome sign

reads “Where Culture Lives – Home of the Rankins”. For the next fifteen minute drive the coast

is not in sight, then you are passing through Inverness, the remnants of coal mining days are

obvious from the string of company houses along the main street. Then the Cabot Links Golf

Course, the latest economic driver of this village. Further on is the Glenora Distillery nested in

the country side. Next Broad Cove, Dunvegan and into the Margarees where the trees cover the

mountains and the river winds through the quiet valley down to the harbour and coast. This

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valley supports small farms and forestry operations and the river banks are spotted with lodges,

and fishing camps, there is a hatchery that supports the river. This river is known as one of the

top salmon fishing experiences in Atlantic Canada. Moses Coady left the Margaree over one

hundred years ago to begin his studies at StFX. He returned often between studies, travel, and

work to visit and revamp the inspiration that he would need for the legacy that he would build.

Across the Margaree Harbour Bridge you see a sign welcoming you to the Acadian

Region. You are now moving along a coastal plateau, on the left side you can see mainland Nova

Scotia across St Georges Bay, beyond is the open Gulf of St Lawrence; there are the mountains

on the right. The coast is rugged here and the shoreline is a few meters below the plateau. There

is Belle Cote, Terre Noire, Cap Le Moine, Grand Etange and forty minutes on is Cheticamp. Just

as the Ceilidh Trail became the Cabot Trail, the shift from Celtic to Acadian culture is evident.

The Acadian flag is flown with pride, place names and family names on the postal boxes are

further evidence of the change. Cheticamp is an active village built around the fishing industry;

originally the cod fishery supported this town, now it is crab and lobster. Tourism is also

important to the economy here. There are no international banking institutions, grocery chains or

merchandise outlets. Credit Unions and Co-op stores are the commercial centers, 4H clubs and

concert sites are land marks; the spirit of rural community living is evident.

After Cheticamp there is another climb into the Highlands National Park where there are

look offs, hiking trails and rest areas to stop and enjoy the renowned scenery. You then wind

your way down into Pleasant Bay making your way back to sea level, there you will find whale

watching, a whale interpretative center and accommodations in this small fishing village. The

iconic Cabot Trail continues on but this is the end of the study area.

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Along with the natural beauty to be found here, the Cheildh and Cabot Trails immerse

you in the still vibrant Gaelic and Acadian cultures of Cape Breton. This area is rich in natural

capital, and social and cultural values. There is not a lot of recent development along this coast. I

am not aware of any imminent major developments planned for the area. Petroleum exploration,

offshore aquaculture and increased vessel traffic are some possible future developments in the

marine environment. Wind energy, shale gas and increased tourism infrastructure (golf courses)

are potential land based developments. Potential for increasing levels of use and competition for

ocean space and resources and growing concern around human pressures on the marine

environment are ongoing concerns. Learning to adapt for climate change and sea level rise is

becoming increasingly important for coastal areas. Sea level rise is a global risk as identified by

the recently released report by the United Nations Intergovernmental Panel on Climate Change

(IPCC).

2.1 Purpose of Research and Research Question

The purpose of this qualitative study is to build capacity for coastal and marine spatial

planning on the gulf coast of Cape Breton Island using values mapping through a case study

approach. Through this research I intend to answer the question, what do people learn from

participating in place based values mapping? My research is qualitative in nature, the

methodology is case study, and is informed by the work of others, specifically Brown (2005).

The participants in this study will be citizens residing in coastal communities in the watersheds

along this coastal zone of Inverness County on Cape Breton Island. I believe the social and

cultural values mapping exercise will support informed decision-making and community-based

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planning in response to natural resource management, adapting to climate change, and preparing

for new economic developments in the area.

It is expected that participation in cultural and social values mapping may lead

participants to self-identify as informed decision makers as part of a knowledge-driven society in

which they enact their citizen contributions to public decisions. While this research will fulfill a

requirement in the Master of Adult Education Program, it will also add to the ongoing oceans

and coastal planning of Fisheries and Oceans Canada and fits well with my future plans for

carrying out collaborative Integrated Resource Planning as a consultant.

3. Literature Overview and Theoretical Framework

3.1 Community Development / Sustainable Fisheries

My chosen area is the community development stream with an emphasis on coastal and

marine spatial planning. The focus of my research is to link environmental adult education to

sustainable community development. I trace the links between community development and

adult education in Coady’s message. Coady (1939) assisted Nova Scotian people in the industrial

based communities to work on programs of study and enlightenment to create “the new society”

and become “masters of their own destiny”. Coady’s only book is a history of the Antigonish

Movement, St.FX Extension Department and the grassroots bottom-up approach that would lead

to the inspiration and development of the Coady International Institute. Community-based

approaches include co-management with a sharing of responsibilities between governments and

coastal communities. Pauly (1999) implies this currently includes only the user groups in some

jurisdictions. He suggests the decision making should include the coastal community not just

those directly involved in the industries (fishery). Pauly goes on to say that for fisheries

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management to be sustainable it must take into account the places of people in its logic,

including small-scale fisher communities and the other stakeholders in the coastal community.

In this section I intend to link Rev. Dr. Moses Coady’s message of community

development and adult education to current policy development. It has been approximately

seventy-five years since Coady wrote Masters of their own Destiny. Coady (1939) describes the

Antigonish Movement and the effort to educate people: “In addition to their daily occupations,

the people must put in extra work on a program of study and enlightenment in order that they

may create the institutions that will enable them to obtain control of the instruments of

production. Building the new society is as much their business as digging coal, catching fish, or

planting seed.” (pg.17)

The Antigonish Movement grew out of the 1920s, when many in the region were

suffering economically and were disillusioned. A group of priests and educators, including

Coady led the movement from the Extension Department at St.FX. Early meetings brought

together community leaders, local people and professionals.

According to Lotz (2005) the main messages of the meetings aimed to break down

people’s complacency about their economic situation and to figure out how they could solve

their social and economic problems. Study groups, called the people’s schools, followed. The

movement eventually blended adult education, co-operatives, microfinance and rural

development to help local communities. Lotz tells us that the Antigonish Movement began as a

grassroots movement developing study groups based on Coady’s four principles of; listen, study,

discuss, and act. The frequent pattern was a public meeting, establishment of a study club, and

then a co-operative, a credit union, or a housing co-op. Gough (2007) tells us these co-ops

increasingly became fisherman’s co-ops. The United Maritimes Fisherman’s co-op was to be a

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central educational body, distributing information on market conditions, fishing techniques, and

co-operatives.

For more than fifty years the Coady Institute at St.FX has worked with community

development leaders and practitioners around the world. The Antigonish Movement recognized

the learner as the most important in the education process. These early study groups transformed

learners into leaders. Participants were learning by doing and together they worked toward

Coady’s vision of “the good and abundant society”. Coady (1939) called the approach “double

barreled” blending adult education and co-operation, it was a self-help movement. Coady’s

messages are still relevant today. More recent work of the Coady International Institute embraces

the changes that we have seen since Coady’s time. For example Assets Based Community

Development (ABCD) is a shift from Coady’s needs-based focus. ABCD is based on community

members mobilizing their own resources. The work of Kretzmann and McKnight (1993) in

“mapping” community skills and assets recognises the importance of community based capacity.

Gord Cunningham (2008) summarizes the shift in modern times. Cunningham notes the

shift from communicating what a community doesn’t have, toward a more proactive ABCD

approach that focuses on the assets that a community does have. Cunningham also describes the

ABCD approach or process as a methodology for external organizations to build both local assets

and agency. ABCD uses an appreciative interviewing style by asking community members about

past successes in building local development. An inventory of assets are documented and

mapped. Cunningham notes this shift in the way community members looked at the local

economy as an “attitudinal change”.

This ABCD approach leads to communities becoming enabled or empowered.

Cunningham also notes changes may include: gender relations becoming more equitable, youth

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becoming more involved in the process of community development when concentrated efforts

are made to build the community’s asset base.

In a narrative outlining the development and management of commercial fisheries in

Canada since confederation, Gough (2007) provides an historical account from a Fisheries and

Oceans perspective; Gough uses case studies to outline how various developments shaped the

history of the department. From basic management measures in the early years to the evolution

to complex ecosystem based management over one hundred and forty years on.

According to Gough (2007), Coady addressed the Royal Commission Investigating the

Fisheries of the Maritimes Provinces and Magdalene Island in 1928 the same year that he

(Coady) became the first director of the Extension Department at St.FX, and launched the

Antigonish Movement. By the spring of 1930 Coady had a clear vision for the way forward for

the fisheries. He drafted a constitution for the United Maritimes Fisherman’s organization with a

strong adult education component (Lotz 2005). These efforts were focused on improving

conditions and sustaining rural coastal communities.

In more recent times efforts are being made to integrate the fishing industry with other

coastal and marine based industries. Locally and globally fisheries are facing difficulties. Pauly

(1999) proposes three approaches to address the global fisheries crisis of fisheries losing their

productive capacity. These approaches include market-based approaches to deal with market

failure when over exploitation occurs, Pauly suggest that quotas seem to work in controlling

supply. Secondly ecology-based approaches where Marine Protected Areas may work as

artificial refuges where natural refuges have been lost to increasing technological developments.

Pauly’s third approach is community-based including co-management with a sharing of

responsibilities of governments and fisher communities.

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Weber and Iudicello (2005) summarize two workshops held to review the findings of

seven case studies focused on community-based fisheries management in the United States. The

studies cover communities along the Atlantic, Gulf of Mexico and Pacific coasts. The report

begins with a view of efforts to establish Community Based Fisheries Management (CBFM) in

communities outside the USA, in both developed and developing countries. Fisheries are a

crucial lifeline in many coastal communities, but it is important to recognise the contributions of

other industries as well. Pauly (1999) suggests that to be successful future management schemes

must be more inclusive. This will require the involvement of other representatives of local

communities.

My research includes a cross section of stakeholders within a watershed / coastal

community contributing to local planning initiatives with an emphasis on local participation and

a goal of sustainable community development. With integration of interests in the coastal

communities comes the possibility of conflict. Differences in values such as economic verses

cultural or environmental often lead to conflict. This conflict does not have to end in a negative

result. We can use conflicting opinions to recognize and shape opportunities.

Maser (1997) presents examples from his experiences in his home country the USA, as

well as Canada and the Global South, to provide a picture of sustainable community

development as a process of development that is based on human values, active learning,

communication and cooperation. Maser notes that there is not a quick fix, but continually

promotes the notion of moving from a self-centered society to concern for the generations to

come.

In the next section I will further explore the policies that guide coastal development.

Many of these policies will emphasize the capacity of facilitation for personal growth and

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creative development at the community level. Maser (1997) defines concepts and steps us

through ten elements of sustainability so we better understand what sustainable community

development means. IPCC (2014) states that while there is no single widely accepted definition

of sustainable development the practical implications of sustainable development are defined by

societies themselves. Maser also recognizes sustainable community development as a process

that is based on human values, active learning, communication and cooperation. My research

exercise should help participants define what sustainable development means for their

community. There are many models to showcase how community development and sustainable

enterprises have led to capacity building and development of leaders and practitioners. These

informed groups and individuals can then work with the policy makers to influence local

development.

In a section of Maser’s book titled Educating for Sustainability, he states that education,

both as formal academic training and as the experiences one has in the journey of life, is

absolutely necessary for sustainable community development. Maser’s work reinforces a

transformative approach throughout; this implies not only abiding in a particular place but also

identifying oneself with the community in its entire works. It is an encouraging link between

community development and environmental adult education.

3.2 Coastal and Marine Planning / Policy Development

The focus of this section is on coastal and marine planning with an emphasis on policy

development. In general terms, a policy is a statement of direction that is usually supported by a

regulatory tool that is enforceable so as to bring effect to the policy. To set the context I will begin

with international examples followed by national and regional examples.

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In my search for data I have found that Australia, the USA and the European Union

Block are current leaders in Coastal and Marine Spatial Planning (CMSP). The socio-cultural

values mapping tool that I use for my research project was developed and implemented in

Australia by Dr. Greg Brown. Other CMSP planning tools have been developed in Australia as

well; the best known example is the Great Barrier Reef Marine Protected Area. This MPA has

been the template and a showcase internationally for many years.

Weber and Iudicello (2005) report on the current state of Community Based Fisheries

Management (CBFM) in the United States. They suggest that CBFM is worth pursuing in some

U.S. based fisheries but not all at this point. Weber & Iudicello go on to report that some U.S.

fishing communities lack the capacity to manage their fisheries, and depend on highly developed

administrative processes for setting and enforcing fishery management measures. This perceived

lack of community organization and capacity for carrying out the required fisheries management

functions indicate a gap that may be filled by environmental adult education.

People in coastal communities depend on coastal ecosystems and often have long-standing

cultural and economic connections to them. International influences can be applied nationally and

locally. A couple of major international forums that included CMSP and policy development are the

United Nations Conference on the Law of the Seas (UNCLOS) and the 1992 Earth Summit in Rio

de Janeiro.

On the national scene integrated oceans management for sustainable development is a

product of Canada’s Ocean’s Act, which was passed as law in 1996 following Canada’s signing

of “Agenda 21” at the 1992 Earth Summit. The Ocean’s Act is founded on three principles:

Sustainable Development, Integrated Management, and the Precautionary Approach. Canada

adopted integrated oceans management for sustainable development. The passing of the Oceans

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Act triggered a change in coastal zone management in Canada. DFO (2002a) identifies a

planning framework that considers social, cultural, economic, and environmental impacts of

decisions and management. DFO also identifies the role of coastal communities and others in the

decision making process and implementation of Integrated Management (IM) plans. The IM

planning process is laid out in steps: defining a management area, engaging affected interests,

developing an IM plan, getting endorsement by authorities, monitoring and evaluating outcomes.

A definition of sustainable development as taken from the Brundtland Report (WCED,

1987) and cited by the National Round Table on the Environment and the Economy (1998) is

that “Sustainable Development is the process of development that satisfies the needs of the

present without compromising the ability of future generations to meet their needs” (pg.43). It

recognizes that social, economic and environmental issues are interconnected and that decisions

must incorporate each of these aspects in order to be successful over the longer term. The Oceans

Act (1996) defines the Precautionary Approach as erring on the side of caution when there is a

risk of serious or irreversible harm, and a decision must be taken. The act and principles are

Canada’s response to regional, national and global acceptance of a movement toward Ecosystem

Based Management.

The four major legislative and policy initiatives of Fisheries and Oceans Canada related

to oceans planning are the Oceans Act (1996), Canada’s Oceans Strategy (2002a), Policy and

Operational Framework for Integrated Management in Estuarine, Coastal and Marine

Environments in Canada (2002b) and the Oceans Action Plan (2005).

In the legislative context, the concepts and the principles of integrated management fall

under the Oceans Act. DFO (2002a) identifies a planning framework that considers social,

cultural, economic, and environmental impacts of decisions and management. DFO also

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identifies the role of coastal communities and others in the decision making process and

implementation of integrated management plans.

Past experiences show a need for willingness, capacity, and local interest to participate in

the process. Coastal and marine spatial planning can be a means to managing human activities to

lessen the possibility of conflict in the application of ocean-use and zoning tools. DFO (2002b)

outlines a community-based approach for the application of Integrated Coastal Zone

Management (ICZM) at a local scale. The concerns and problems identified and proposed

solutions can be presented to the appropriate decision-makers such as municipal, provincial, and

federal government departments for a coordinated approach.

DFO (2002b) divides Integrated Coastal Zone Management (ICZM) into four main

sections: basic concepts of integrated management, development of an integrated plan, a

proposed step-by-step approach, and key actions needed to achieve implementation. Regionally

developed policy must reflect values at the local or community level. Wide varieties of economic

activities depend entirely upon, or have strong ties to, coastal ecosystems. These include

activities related to catching and raising, harvesting, and processing biological resources (e.g.

fish and shellfish), exploration, tourism, transportation and ports, and energy (both renewable

and non-renewable). Whether such activities are historical, community-based, large scale or

newly developed, they can contribute significantly to the socio-economic and cultural well-being

of coastal communities. DFO (2002) includes input from several pilot projects from across the

country. This policy identifies a planning framework that considers social, cultural, economic,

and environmental impacts of decisions and management. The document identifies the role of

coastal communities and others in the decision making process and implementation of integrated

management plans. As indicated earlier the IM planning process of DFO is also laid out in steps:

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defining a management area, engaging affected interests, developing an IM plan, getting

endorsement by authorities, monitoring and evaluating outcomes.

As outlined in DFO (2005) oceans are an important part of our environmental, social,

cultural and economic fabric. The coastline where the ocean joins the land is where many live,

work and play. Canada’s coastal communities have longstanding ties to their oceans and other

marine resources. The ocean economy includes: commercial fishing, aquaculture, offshore oil

and gas, recreation and tourism, mineral and metal exploration, and wind and wave power

generation. With so many potential uses comes potential conflict. Add to the many uses, the

possibility of sea level rise and increased storm events and we can easily see the concern and

need for planning.

Fisheries and Oceans Canada CMSP policy development not surprisingly, started by

first assessing the biophysical components within a planning area. However, the need to

understand social, economic and cultural considerations to inform sound management decisions

has been acknowledged from the beginning. According to SGSL (2009), social, economic,

cultural and ecosystem considerations cannot be dealt with separately, but rather as integrated

and interdependent systems.

Socio-economic expectations can be brought into the planning process through a social,

economic and cultural overview and assessment (SECOA) that is carried out for a defined area,

such as I am reporting for the west coast of Cape Breton island. The information and data that I

gathered through my research can be used to make planning decisions and may have other

applications over time.

The importance of the human dimension in the ecosystem is recognized throughout my

readings. In Marine Spatial Planning (MSP) there is recognition that the marine environment is

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composed of both natural and human elements and that there are linkages between these

elements (Ehler & Douvere 2009). Social, cultural and economic information may be used in

addition to ecological information to characterize the coastal area. This information is useful for

assisting decision makers to anticipate and understand conflicts of interest, and identify biases

and sensitivities that need to be taken into consideration during any decision-making process.

Recognizing the human aspects associated with integrated coastal and oceans management can

help ensure fairness and balance in decision making and lead to more effective management

plans, while fostering the success of the citizens involved.

Ehler and Douvere (2009) indicated that involvement of stakeholders in the integrated-

management process and consideration of social, cultural and economic characteristics and

associated objectives are key to the success of integrated coastal and marine planning. As is the

involvement of communities in decisions about coastal and marine planning and active

participation in the implementation, tracking and evaluation of integrated-management plans are

an integral part of Canada’s modern approach to coastal and marine management.

Ehler and Douvere (2009) go on to say that CMSP identifies which areas of the ocean

and coast are suitable for particular uses and activities; the objective is to reduce conflicts and to

achieve ecological, social and economic objectives.

Stakeholder participation and involvement are necessary for the success of CMSP. Ehler

and Douvere further imply that there are four key stages in the CMSP process: the planning

phase, the plan evaluation, implementation, and post-implementation. Stakeholders need to be

empowered to enable them to be fully engaged in the process. These stakeholders will come

from various interest groups and may include: commercial fishing, recreational fishing,

aquaculture, shipping, energy production and others. Choosing the stakeholders to engage in the

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process may require a balance of the interests. There are possibilities of overlapping interests,

conflicts, or synergies.

Stakeholder empowerment, through environmental education, capacity building and

communication is essential and should be a key part in the CMSP process. The goal is to increase

awareness, knowledge, and skills so that the CMSP process can be sustainable. Stakeholders are

entitled to be involved; their participation requires an investment of time and resources.

3.3 Research methodology and Rationale

The Methodology section employs qualitative research, while using task groups in a case

study, informed by the socio-cultural values mapping tool used by Brown (2005). There is a

participatory learning element in this research study as participants will engage in assigning

values to places on maps and learning by sharing their experiences with each other in the

process. Merriam (2009) indicates that the case study is defined as a bounded system containing

the unit of analysis, where the researchers and readers experiences both provide interpretation of

the study. The case study offers a means of studying a real life situation, the results of this study

may be transferable to a similar situation in the future.

The design of this case study is a replication of a previous study conducted by Brown

(2005) in the United States for conservation and industry planning. Furthermore the socio-

cultural values mapping tool has been tested by Fisheries and Oceans Canada in collaboration

with the Southern Gulf of St Lawrence Coalition for Sustainability (SGSL 2009). In that study,

Dr. Daniel MacInnes (2009) from St. Francis Xavier University, along with academics from four

other regional universities, acted as advisors while testing a focus group approach for the

methodology. The coalition (2009) concluded that this pilot study demonstrated the utility of the

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chosen methodology in terms of collecting data that identified social, economic and

environmental values in coastal communities. This research methodology was proven

trustworthy in the past. I have made slight adjustments to focus on the educational aspect of the

process.

According to Merriam (2009) case studies are useful for studying educational

innovations, evaluating programs, and informing policy. Lessons learned in a case study can be

replicated. Merriam and Stake (2009, 1981) indicate that the researcher is the primary instrument

of data collection and analysis. For those reasons this methodology is appropriate for this study.

My long-term goal is to refine this mapping process for use by local organizations and

government agencies who are involved in land use and project planning and development. Then,

when decisions are being made concerning how coastal areas should be developed, local values

can be assessed and taken into consideration. The ultimate objective is to make these values part

of planning and regulatory processes.

As mentioned above in 2009 DFO contracted the Southern Gulf of St Lawrence Coalition

for Sustainability (SGSL) to document place-based personal attachments of coastal residents to

places having socio-economic and cultural value. The task was to develop or select and test a

methodology for mapping social and cultural values in the coastal zone of the Gulf of St.

Lawrence and the three Maritime Provinces.

To ensure a methodology was appropriately developed and trustworthy, a team of eight

social, history and cultural specialists from universities and institutions throughout the Maritime

Region was engaged (SGSL 2009). The team worked with the Coalition to: select and adapt the

research instrument and method; guide the data gathering process; critique the process; and

conduct an initial analysis and interpretation of the data to determine how people responded to

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the chosen method. The geographic area for the pilot study was the Northumberland Strait

region; the west coast of Cape Breton Island was not included. Findings from SGSL (2009)

indicate that the best approach for gathering data on placed-based attachment and socio-cultural

values under the effective time constraints would be to bring together two focus groups in each

province, and have them map their personal values in the coastal zone using the methodology

that has been pioneered by Brown.

Brown (2005) provides a conceptual background including: definition of sense of place,

concept behind landscape values and the connection of these to landscape planning, and an

overview of the evolution of landscape values measured used in five studies prior to 2003. The

methodology is fully explained including the measurement of landscape values through surveys,

including which types of maps and markers to use. Brown reviews the spatial data collection

rationale behind these studies, as well as design concepts, methods, and implementation issues

for a general public survey that includes a values mapping component. A research framework for

using landscape values and spatial measures in Geographic Information Systems planning

applications is presented, including suitability analysis, gap analysis, and hot-spot identification.

Novaczek et la. (2011) states that to develop tools that can help people and societies

manage natural resources, we need a method to document and display human values attached to

the physical landscape so that these can be taken into account. Geographic Information Systems

(GIS) can be used to display and analyze these social and cultural values that are attached to

geographic locations. In natural resource management, GIS is used to bring various knowledge

fields together displaying the social sciences and applied scientific data in partnership. Maps that

show both kinds of knowledge are tools that can assist local authorities in planning and decision

making. According to Novaczek et la. the purpose of this focus group was to test a method for

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investigating the relationships that people have with the area where they live and to further test

the reliability of the process

The methodology developed by Brown has been widely used in Australia and the USA.

Brown (2005) indicated that one of the major challenges for socio-cultural values research,

especially as it applies to socio-ecological systems, has been to locate and develop

methodologies that can identify and plot qualitative values so that researchers and the public can

view them in relation to a specific place. This methodology presents a population’s social and

cultural values using GIS mapping technology. My adaptation includes a follow up survey,

where I present the findings from the first survey, I ask the participants to describe what they

have learned from this exercise, i.e. has the values mapping exercise provided insight as an

environmental education tool?

3.4 Environmental Adult Education

The learning component of the project focuses on environmental adult education and

sustainability education for adults. According to Clover (2005), environmental education

emerged as a stream in adult education in 1992 following the Earth Summit in Rio de Janeiro.

Clover (2006) states that environmental adult education emerged as the solution to contemporary

ecological problems. She goes on to say that knowledge often comes from first-hand experience,

thus the concept of learning in and around place is an important link between humans and nature.

Lange (2010) indicates that environmental adult education is still emerging, as much of

the focus on environmental education has been directed at K-12 schooling. Grunewald (2003)

suggests there is a gap within this field of education and proposes that a complementary

relationship between critical pedagogy and place studies exists. Grunewald also suggests that

24

there is a gap in systematic environmental education for adults, particularly in providers and

appropriate pedagogy.

In one exemplary study relevant to my research, Zacharakis et al. (2002) wrote about a

participatory approach to an environmental adult education case study that focused on the

involvement of a citizen’s council along the Maquoketa River in Iowa. The participants

highlighted efforts to build and articulate their knowledge about the local ecosystem through data

collection, problem identification, priority setting, and strategic action. The authors find that

local knowledge is often underrated by outside experts from government and universities. It

requires an extraordinary time commitment for local knowledge to be recognised as legitimate.

Zacharakis et al. (2002) also note that for academe, power resides in knowledge, yet for

government it is necessary to demonstrate impact and have measurable results. In my opinion,

great strides have been taken since 2002, to integrate local knowledge, academe, and government

interests in the past decade; however, there is still room for progress.

Walter (2009) suggests that there will be a variety of philosophies in play when working

in the environmental adult education field. I expect this will be true when working with

volunteers in a community setting. Taylor (2006) explores nonformal educational settings and

finding meaning in the practice. Participants learn to plan for sustainable development and to

adapt to the environmental impacts of climate change such as: sea level rise, salt water intrusion,

storm surges, flooding, and accelerated erosion. The Coastal and Marine Planning approach is a

learning process whereby working together, people with diverse backgrounds, can learn about

each other’s concerns and skills. Marine and coastal planning may also provide an opportunity to

determine the training needs of people associated with the process or future projects.

25

The focus groups were formed to gather local knowledge, while providing a learning

experience for the participants. Kolb (1984) tells us that “knowledge is continuously derived

from and tested out of the experiences of the learners” (p.27). Kolb goes on to tell us that

experiential learning is a social process and individual development is shaped by the cultural

system of social knowledge. Experiential learning includes transformation as a result of the

experiences, this compliments this research study.

Sterling (2010) tells us that transformative learning can be used to promote education for

sustainable development. This research study supports a paradigm shift by transforming current

ways of thinking and doing. Sterling (2010) refers to first order change as “doing things better”,

and second order change as “doing better things” (p.23). Building capacity in planning for

sustainable development is that shift. This mapping process is a learning exercise; the coastal and

marine planning will come later.

While immersed in this research I have embraced Critical Theory as a framework that fits

well with my desire to work with community groups to empower them to influence policy that

may shape future development and transform participants to become community leaders. This

aligns well with Freire’s (1970) belief that citizens within their own communities have the power

to create change for themselves. They first must come to a state of critical consciousness, or

awareness of their place in the world and the systems impacting them. Through reflecting on

experiences past, present, and future there may be continued transformation to cultivate

education for sustainable development in this part of the world.

4. Methodology and Methods – Case Study

4.1 Participation selection

26

A selection committee was tasked with recruiting participants. I participated on this

selection committee along with a representative from the provincial government and a local

community leader in each watershed. The goal was to attract diverse participants to the study,

representative of the demographics. Selection criteria included targeting adults age 24 years and

older, both male and female, a geographic spread of residence locations within the watershed,

and a diversity of occupations representative of the demographics. The population of this area is

less than twenty thousand. We selected eight participants for each watershed for a total of twenty

four participants.

We targeted several community groups along this coast when inviting participants:

Mabou Harbour Coastal Management Planning Committee, Margaree Salmon Association,

Cheticamp Salmon Association, Commercial fishing associations, Tourism associations and

others. Municipal organizations are also active in governance in the area and were represented in

the focus groups. My goal was to find people who live in, work in, and know the area well.

After the selection committee had developed a list of representatives from each

watershed. I phoned people on the list until I had eight confirmations for each focus group. I

then emailed a package to each member of the focus group. The package included information

on the proposed research project and the participant Invitation Form (appendix A). Focus groups

were held in community centres in each of the watersheds

I invited people to identify special places that they value in and around their home

communities. In the process of identifying valued landscapes, valued places are located on a map

of the community along with reasons.

Participants in this project have identified the connection between their values and the

physical environment that surrounds them. I have used focus groups in each of the three

27

watersheds to further test this methodology for investigating the relationships that people have

with the area where they live. The values have been analyzed using Geographic Information

Systems (GIS) technologies as outlined in SGSL (2009) and Novaczek et la. (2010).

The Mabou Focus Group was held in the Mabou Fire Hall in the afternoon of Wednesday

January 8, 2014. There were five female and three male participants ranging in age from 35 to

64. For the Margaree watershed focus group, we met at the Belle Cote Community Center on

Friday January 10th. There were two females and six male participants ranging in age from 35 to

over 65. The Cheticamp watershed focus group gathered at the Seniors Club Hall in Cheticamp

on Thursday, January 9th. There was one female and seven male participants, ranging in age from

24 to 64.

4.2 Focus group process and Data Collection Methods

Each focus group sessions was attended by myself and the eight participants. I welcomed

the participants, explained the context and purpose of the research project and read through each

of the attached appendices. Participants were informed that the following research principles and

procedures would be applied:

1. CONSENT: Each participant signed a consent form to show that he/she understood the intent

of the research and how it would be used when completed (Appendix B).

2. CONFIDENTIALITY: If participants wished to keep any information confidential, this right

to privacy will be respected (Appendix A).

3. ACCOUNTABILITY: I will send the results of the research to participants when complete

(Appendix A).

28

Each participant was provided with a package of materials including a pen, a map, and

the appendices. The maps were at a scale of 1:135,000 and were approximately 90 x 60 cm. It

was explained that the process of values mapping involved individual participants identifying

their own special places on a paper map, using coded stickers to identify each place with a

particular value, i.e. aesthetic, spiritual, therapeutic, creative, economic, intrinsic, future,

recreational, life-sustaining, biological diversity, wilderness, learning, heritage, socio-cultural,

personal, or other.

After the introductory presentation, the participants were asked to sign the informed

consent form, and provide basic demographic information including age group, gender, marital

status, employment status, occupation, ethnicity and membership in local community

organizations (see Appendix C).

To initiate the physical mapping exercise participants were asked to map the

locations of their own home. Participants then began the values mapping exercise, guided by the

questionnaire (see Appendix C). Sixteen different values were listed and explained in the

questionnaire.

Participants were instructed to place numbered stickers with several colours on their maps;

there was no limit to the number of places each participant could identify on the map. The maps

showed not only their own local watershed but also portions of surrounding watersheds. In some

cases, people used marginal notes to help explain why they considered the location to be special.

Materials developed for this values mapping methodology include a letter of introduction,

invitation to participate and a consent form; detailed instructions; a list of values illustrating

codes to be placed on a map (scale 1:135,000); an explanation of the meaning of each value, with

29

examples; indicators bearing value codes that could be placed on a map; a color map of the

survey area with selected local features identified.

The core activity in values mapping is to have participants place indicators on a local

map to show sites to which they feel some sense of place attachment or that they value for

various reasons. This information will later be incorporated into planning tools to be used for

informed decision making and overall sustainability of the coastal communities.

On the mapping days in January, participants were asked to provide written or oral

response to the following questions (Appendix E).

What are the goods and services that depend on the coastal and marine

environment in this watershed?

What are some possible risks that could affect the coastal or marine environment

or the coastal community?

How will the process of values mapping exercise help to build community

capacity in the area?

What are some possible future uses of this exercise as a planning tool for

sustaining your coastal community?

After Geographic Information System (GIS) analysis of the collected mapping data, I

returned and collected data related to environmental adult learning. The follow-up focus groups

were to identify lessons learned from participating in the exercise. Follow-up questions are:

Describe what you have learned from participating in this exercise, i.e. has the

values mapping exercise provided insight as an environmental education tool?

What have you learned from working with other community members?

30

Describe how participating in this exercise has helped you to identify your place

in the environment or landscape?

4.3 Data Analysis Methods and Trustworthiness

The values identified on the paper maps were later entered into digital information by

zooming in on the Topo-Canada base map and making a visual interpretation of the location of

each point. All the points were entered into ArcGIS software to capture a visual interpretation of

the exact location for each of the values that were mapped by the participants. The entire ‘paper’

mapping data collected was transferred to digital maps using ArcGIS software.

Data is also recorded on spreadsheets for all participants in each location and was later

analyzed using Statistical Package for Social Sciences (SPSS), for quantitative analysis. For the

process of transferring data from maps to point coordinate spreadsheets, three sets of

spreadsheets were developed, one per watershed. Maps showing all the data collected for each

value are presented on ArcGIS at a resolution scale of 1:1,000,000. Analysis examines the

relationship between place attachment and landscape values by using scales of measure to

identify locations where multiple values were overlapped on specific geographical areas, known

as social-ecologic hotspots.

By comparing the data collected through the two sessions it is possible to validate these

data sets against each other, as well as compare the data from the three sites against each other to

ensure trustworthiness of the data gathered. By gathering statistical as well as narrative data I

used qualitative research supported by quantitative methods within this case study.

31

5. Results and Observations (Maps for each of the values.)

This map shows all 2,461 of the values mapped by all of the participants.

Specific landmarks are difficult to distinguish. The vicinity surrounding the community

centres are hotspots. Participants show value for the entire coastal zone, there are also many

values located throughout the watersheds, with some areas identified as hotspots. There are also

many marks in the marine environment.

Figure 1

32

Figure 2

There are 208 marks on this map.

The participants were asked to identify places they value for biological diversity and

habitat. The marks placed in the aquatic environment include marine and fresh water

systems. In the marine, commercial fishing ground, and fish habitat including estuaries were

identified. Species include whales, lobster, crab, and scallop. In the fresh water, recreational

fishing and fish habitat (lakes, streams, and pools) are identified.

The marks placed in the terrestrial environment include parks, farms, animal habitat, old

growth hardwood stands and wild berry areas.

33

Figure 3


The participants were asked to identify places they value for economic benefits such as

tourism, forestry, agriculture, fishing, or other commercial activity. The marks in the aquatic

environment include fishing, aquaculture and tourism (whale watching). Wharves are also

indicated.

In the terrestrial environment there are farms, forestry operations, villages, parks, trails,

accommodations (Inns, motels, and B & Bs), restaurants, camp grounds, stores, credit unions,

post offices, golf courses, art galleries, interpretative centres, and a distillery.

34

Figure 4


Participants were asked to identify places they value because they inspire creative activity

and products, such as storytelling, music, visual arts, and celebrations. The participants have

identified art studios, locations of music festivals, museums, and schools, along with

locations that have inspired the artists.

35

Figure 5


Participants were asked to identify places because of their potential to allow future

generations to know and experience this area as it is now. They have identified natural

resource based industries such as fishing, farming, forestry, and tourism. Also identified are

coastal waters, beaches, parks, trails, streams, waterfalls and lakes. There is also a hatchery,

lighthouses, the Margaree Airport, potential wind energy and mining sites.

36

Figure 6


Participants were asked to identify places that provide outdoor recreational opportunities

associated with the marine environment they identified beaches, swimming spots, boating,

kayaking, and whale watching. In the terrestrial environment there are trails for hiking, ATVs

and snowmobiles, hunting, fishing, camping, horseback riding, golf, and sport fields.

37

Figure 7


Participants were asked to identify places that represent past and/or current associations

with significant people in their life. Participants identified their homes, villages, community

halls, wharves, beaches, arenas, golf courses, trails, camp grounds, parks, monuments,

memorials, and museums. Cape Clear and Egypt Waterfalls were noted.

38

Figure 8


Participants were asked to identify places they value for their own nature, not related to

use by humans. Mostly geological formations were identified including; the near shore and

beaches, Margaree and Port Hood Islands, mountains, waterfalls. There are places such as the

Highland Park, Cape Clear, and Lake Ainslie. Lighthouses stood out as an anthropogenic

anomaly.

39

Figure 9


Participants were asked to identify places that connect to natural and/or human history

(natural and cultural heritage), both tangible and intangible. Places identified include; homes,

villages, trails, churches, cemeteries, early settlement areas, lighthouses, legion halls, and the

near shore ocean zone.

40

Figure 10


Participants were asked to identify places that help produce, preserve, and renew air, soil,

and water. Places identified include; forests, farms, streams, parks. There are some marks in the

coastal and estuarine areas. It is noteworthy that no marks were placed clearly in the marine

environment. In the follow up sessions there were several participants that emphasised the

importance of the marine environment to this value.

41

Figure 11


Participants were asked to identify places that are directly related to significant personal

interests, or events in their life. Places identified include; homes, villages, ancestral connections,

schools, arenas, wharves, golf courses, beaches, parks, trails, camp grounds, fishing areas.

42

Figure 12


Participants were asked to identify places that are wild or unspoiled. Places identified

include forest areas, mountains, lakes, streams, islands, parks, barrens, old growth forest,

Highlands National Park, Cape Clear, Egypt and Fiset Waterfalls are noted. Marks placed in the

near shore were representative of the ocean.

43

Figure 13


Participants were asked to identify places for the attractive scenery, sights, smells,

sounds, or silence. Places identified include the coastal area, look off, parks, trails, mountains,

waterfalls, islands, coves, cliffs, bird nesting areas, Cape Clear, the Margaree Valley, Cheticamp

Island, Lake Ainslie and lighthouses were noted.

44

Figure 14


Participants were asked to identify places that are spiritually special to them. Places

identified include churches, cemeteries, burial grounds, and a monastery. Other locations such as

the National Park, Cape Clear and the water falls were noted.

45

Figure 15


Participants were asked to identify places that make them feel better physically and/or

emotionally. Places identified include homes, beaches, campgrounds, parks, Cape Clear, water

falls, streams, Lake Ainslie, hospitals and health clinics.

46

Figure 16


Participants were asked to identify places associated with obtaining knowledge about the

environment/nature, and ways of working, playing, being. These places include schools, St Anne

College, libraries, interpretative centres, museums, the hatchery, sports fields, villages, parks,

trails, forest areas, wilderness areas, and fishing grounds.

47

Figure 17


Participants were asked to map areas that identify places that did not fit well with the

categories above. Very few places were identified overall. There were no places identified in the

Cheticamp focus group. Participants felt that the other categories cover all the relevant topics.

48

Graph 1.

Economic/livelihoodRecreationBiological/diversity/habitatHeritageSocioculturalIntrinsicFutureLife sustaining

WildernessPersonalScenic/aestheticSpiritualTherapeuticCreativeLearningOther

Importance10.89%

10.36%

8.45%

7.76%

5.12%

5.69%6.14%6.05%

6.30%

5.57%

8.41%

5.40%

5.28%

4.02%4.02%

0.53%

There are 2461 values mapped in total on the 24 maps. This graph indicates the percentage of

mapped points corresponding to each value. This graph provides a comparison in percentages.

When I divided the sixteen values into four categories representing the four pillars of

sustainability; cultural vibrancy had 770 locations marked (31.28%), economic prosperity 556

marks (22.60%), environmental responsibility 512 marks (20.80%) and social justice 610

(24.78%). For the bar graphs following I have used means to illustrate the central tendencies.

MAPS 18-24MAPS 9-17MAPS 1-8

SHED

40.00

30.00

20.00

10.00

0.00

M ea n

CULTURALSOCIALENVIRONMENTALECONOMY

Means: Watershed differences Four Pillars

49

Graph 2.

Comparing the four pillars; cultural vibrancy ranks consistently highest, with economy

second, environment and social are close.

55 AND OLDER24-54

AGE(R)

40.00

30.00

20.00

10.00

0.00

M ea n


Means: Age Differences Four Pillars

50

Graph 3.

When compared by age, cultural values again ranked highest, economy values second

with a slight difference from social and cultural for the 55 and over. For the younger

participants environmental, economy, and cultural were very close.

SERVICE INDUSTRIESNATURAL RESOURCES INDUSTIES

OCCUPATION(R)

40.00

30.00

20.00

10.00

0.00

M ea n


Means: Occupational Differences Four Pillars

51

Graph 4.

Natural resources and service industry workers both rank cultural values highest, with

economy second. Social and cultural are close in both fields.

UNIVERSITYCOLLEGE OR LESS

EDUCATION

40.00

30.00

20.00

10.00

0.00

M ea n


Means: Educational Differences Four Pillars

52

Graph 5.

While university educated participants recorded more values, both groups rank cultural

highest, followed by economic. The difference in environmental and social is not significant.

53

5.1 Delimitations and Limitations

Novaczek et al (2011) found that community leaders need to understand resident’s values

and priorities in order to design adaptation strategies that will maintain social well-being.

Whereas data are often readily available to describe the ecological and economic values to be

considered when devising adaptation strategies, the less tangible social and cultural values are

more challenging to measure and locate in geographic space.

Lange (2010) indicates that environmental adult education is an emerging sector. There is

a reoccurring theme that much of the focus on environmental education is directed at P -12 and

university. Bush-Gibson and Rinfret (2010) indicate that there is a need for change in both

formal and informal environmental education for adults. This research conducted along the

western coast of Cape Breton Island, adapted from Brown’s social and cultural values mapping

method, should help to address both these gaps.

This research study was conducted over winter months while I was employed at Fisheries

and Oceans Canada. Due to the timing it was not possible to include seasonal residents that

spend the summer months in the area. I did focus on the adult demographics. Participants

indicated that many in the younger cohorts of the demographic were either not available or not

interested.

Sample size is small, it was necessary to limit it to a manageable amount. Twenty four

participants were chosen to be representative from a population of approximately 18,000 so

approximately 1:750 of the population.

As I indicated earlier this mapping process is a learning exercise, the coastal and marine

planning will come later. The baseline data gathered provides a broad lens. In order to vision a

plan for the coastal and marine zone it is necessary to set specific goals, and then focus on the

54

advice of the experts cited in the Literature Overview section (3) of this paper to achieve

implementation. Several coastal and marine planning processes are outlined in the Coastal and

Marine Planning / Policy Development section (3.2)

5.2 Discussions of Findings

An integrated four-pillared approach to help encourage and advance sustainability was

developed in Melbourne Australia in 2002, and adopted later that year at the Earth Summit. The

four pillars of sustainability are: cultural vibrancy, economic prosperity, environmental

responsibility and social justice. In my research I found that the values recognized most often

align with the four pillars of Sustainable Development: Cultural vibrancy had 770 locations

marked (31.28%), economic prosperity 556 marks (22.60%), environmental responsibility 512

marks (20.80%) and social justice 610 (24.78%).

Under the guidance of Dr. MacInnes it was decided that the values could be assigned to

categories by associating each value with one of the following: Work (Economical), Nature

(environmental), Play (Social), and Self (Cultural). The four values receiving the highest number

of marks were fairly evenly distributed across these categories; Economic/livelihood,

Biodiversity/habitat, Socio-cultural, and Scenic/aesthetic. It is widely believed that a good

economy begins on a foundation supported by the other three pillars. The following matrix

identifies the assets/planning topics that were addressed through the social and cultural values

mapping process of this research.

55

Table 1

Economical Environmental Social CulturalEconomic/livelihood Biodiversity/habitat Sociocultural Scenic/aesthetic

Personal Life sustaining Learning CreativeFuture Wilderness Recreation Heritage

Therapeutic SpiritualIntrinsic

5.3 Presentation of data and Findings

During the January task group sessions, the first question was directed at identifying the

goods and services that depend on the coastal and marine environment in this watershed, the key

factors were the economic drivers of the communities including the natural resource and the

service industries. Economic, environmental, social, and cultural factors are listed in Table 2.

The possible risks identified that could affect the coastal or marine environment or the

coastal community were mainly environmental, including climate change, resource extraction,

and economic downturn was also mentioned (Table 3). As for how the process of values

mapping exercise will help to build community capacity in the area. Planning, prioritizing, and

promotion of the area were noted as was the importance of having baseline data. Future uses of

this exercise as a planning tool for sustaining a coastal community included highlighting

economic value, recognizing assets, and development strategies.

56

Table 2

Economical(Work)

Environmental(Nature)

Social(Play)

Cultural(Self)

FisheriesTourism

AgricultureForestry

TransportationMiningEnergy

Education centresHealth centresMerchandiseRestaurants

Accommodations

Health of the watershedResource based industry – fishery, farming, tourism,

forestryShoreline- ocean,

harbours, beaches etc…Fish stocks

Flora & faunaClimate

Natural resourcesParks - conservation

Gatherings/ FestivalsRecreation

Recreation CentresHiking & trails

CampingFishing

GolfHuntingBeaches

Parks

The ArtsEducation

Cultural CentersMuseums

Heritage BuildingsDances

ChurchesCommunity Halls

LanguageLifestyle

AestheticsNational ParkHeritage River

Table 3

Risk Capacity Future

Global warmingClimate changeSea level rise

ErosionOil / gas exploration

PollutionOver exploitation of

resourcesDeforestation

Economic downturn

PlanningPerspective

PrioritiesAppreciation

ValueReflection

EducationalPromotion of area

Participation – sharingInformationIntegration

Baseline data

PlanningEconomic value

Development – industry & infrastructure

Recognition of assetsPerspectiveInformation

ConservationProtection

Mapping ecological & cultural assets

57

March focus groups / lessons learned:

When participants described what they had learned from participating in this exercise, it

was evident that the process provided insight as an environmental education tool. Many

described how special places have various meaning for different people. Some noted how

complex the environment can be when viewed from many perspectives.

When asked what they had learned from working with other community members, it

became clear that people with different perspectives often seem to share the same values, and

vision for the future of the area. There were locations valued for different reasons, for example

wharves were identified by some as economic, while others recognized social or cultural value.

The exercise was a reminder of the various uses different groups have for the area. By working

together participants were better able to identify values and locations that may fit in their long

term sustainability goals.

When asked to describe how participating in this exercise has helped participants to

identify their place in the environment and landscape, participants responded by identifying

themselves as stewards of the environment. Some indicated a renewed realization of how

important the environment that surrounds them is in their lives, providing food, recreation, and

employment opportunities. Participants also learned new information about their area, they

learned more about certain locations in their communities, for some it was ancestral connections,

for others hiking opportunities. They noted that they are not alone in their concerns for the

stewardship and sustainability of their communities. Many noted the visual aspect of identifying

places on a map as connecting them to the area and the environment.

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Table 4

Learned by participating in the mapping

Working with others Your place in the environment

Value of areaVision for future

Recognised changeRecognised hotspots

A chance to rate valuesRecognition sense of places

and belongingHow complex EAE can beValues can be visualisedQuality of rural life – a

sense of place is essential in building and maintaining sustainable communitiesThe land/sea connection

Shared appreciationDifferent perspectives

Similar valuesLearned about other industries

Shared long term goalsShared memories and history

Illustrates the vastness, variety, and depth of rural values

Identified many worthwhile places

A chance to learn from others and record this input

A visual of what others value

Stewarts of the environmentSubsistence

Appreciation of where we live

ProtectorReaffirmed my placeI was able to map my

place in the environment

Able to visualise the ways I interact with the

environmentBetter understand the connection between

land and seaI am part of the

environment

6. Significance and Contribution of Research:

A long-term goal is to refine this mapping process for use by local community

organizations and government agencies who are involved in land use and project planning and

development. Then, when decisions are being made concerning how coastal areas should be

developed, local values can be assessed and taken into consideration. Community members will

contribute to planning processes related to climate change mitigation and adaptation.

Through this research I hope to assist the coastal communities along the west coast of

Cape Breton and other coastal communities to build capacity in stewardship initiatives, public

59

awareness, and conflict resolution by including community groups in meaningful research that

will help to build resilience when faced with possible change or challenges.

7. Conclusion and Implications

What do people learn from participating in place based values mapping? By answering

this question we are researching the usefulness of values mapping as an Environmental Adult

Education tool. We have learned from Vella (2002) that praxis is a Greek word that means

“action with reflection”. This mapping exercise draws on both the cognitive and psychomotor

aspects of learning. It was evident that there is need for much reflection before assigning values

to places on maps.

During the March focus group sessions citizens that participated were asked to describe

what they learned from participating in this exercise, i.e. has the values mapping exercise

provided insight as an environmental education tool? (See Table 4)

They recognized the complexity of Environmental Adult Education, that values can be

visualized by using the mapping tool, that they shared a vision of the future with other

participants, the quality of rural life, the importance of the land and sea connection, that social

and cultural values mapping fosters a strong sense of belonging to place, and that sense of place

is an essential ingredient in building and maintaining sustainable coastal communities.

By marking a high number of cultural values, citizens in these coastal communities shared an

appreciation and connection to the rich culture of song, music, story-telling, and spirituality that

living in this setting conveys. The man-made structures that were identified as cultural values

were closely connected to history and traditions of community development in the area, i.e.

Credit Unions, Co-op grocery stores, community centers, libraries, legions, and lighthouses.

60

Economic values are closely tied to the natural resource and service industries. Fisheries,

agriculture, forestry, and tourism are the corner stones of the economy. The belief that a good

economy begins on a foundation supported by the other three pillars is applicable to this area.

Places identified for their social values include areas where festivals and gatherings occur.

Recreational areas are also identified such as beaches, trails, parks, and activities such as hiking,

fishing, hunting, and camping.

Although places identified for environmental value were not as high in number as the others,

it is evident that the natural environment of this coastal area is central to the economy, and the

sociocultural fabric of the region.

Some benefits of this values mapping exercise are to develop an understanding of impacts on

coastal communities as they work toward achieving economic, environmental, social, and

cultural outcomes. It is my hope that communities will develop the capacity to build a framework

to mitigate risk and to follow up with a monitoring strategy to maintain the pillars of sustainable

development.

7.1 Gaps in Environmental Adult Education

As indicated earlier in this report Lange (2010) tells us that environmental adult

education is an emerging sector. There is a reoccurring theme that much of the focus on

environmental education is directed at P -12 and university. There is a gap in both formal and

informal environmental education for adults. This research conducted along the western coast of

Cape Breton Island, adapted from Brown’s social and cultural values mapping method, will

provide a Nova Scotian perspective on the phenomenon of integrated coastal and marine

planning.

61

Fenwick et al. (2006) state that the concept of learning in and about place has always

been an important element in adult learning. In this case I ask the participants how participating

in this process helps to identify their place in the environment and landscape. The responses

indicate that the participant’s community values and priorities are to maintain social well-being

and enable sustainable development.

As the climate continues to change, losses of coastal land, habitats and infrastructure are

predicted to continue and intensify. Coastal erosion and flooding are concerns for many coastal

communities. Residents in coastal communities are searching for ways to adapt and cope with

the damages caused by climate change. This values mapping process may provide the informal

environmental education needed to fill that gap.

7.2 Transferability

To date this procedure has been completed under the guidance of Dr. Brown, DFO staff or

other experts in the field. With further environmental adult education communities that do not

currently have the expertise available may empower non-experts and local decision makers to

collect and interpret data for strategic planning. Coastal and marine planning may encourage

investment, increase coordination, and protect the environment. I anticipate that community

groups will want to develop the capacity to use this methodology in the future.

This process may be transferred to interested community leaders in many coastal

communities. This Nova Scotian perspective can perhaps be transferred to other areas of Canada.

Information about values mapping can be disseminated via publications, conferences, social

media, and by other correspondence such as word of mouth.

7.3 Value going forward

62

Maintaining the social, cultural, and environmental well-being of the area while enabling

sustainable economic development remains the goal for this coastal zone. Citizens are expected

to continue to exercise due diligence in risk and impact analysis when faced with decision

making and assessing planning alternatives.

As interested citizens and community leaders develop a firm grounding in the theories,

methods, and practical skills that facilitate community capacity development, local-level

innovation, sustainability and democratic renewal are some possible rewards. Participants

indicated that participating in this values mapping exercise was an educational and capacity

building experience.

8. Relevance

Recent efforts to simulate the economies of the Maritime Provinces were topics of discussion

inspired by the March focus group sessions. Some examples of these efforts are:

The Georgetown Conference had happened in October 2013, the theme was “redefining

rural”.

The Report of the Maritime Lobster Panel was released in November 2013.

Also in the fall of 2013 the Union of Nova Scotia Municipalities passed a resolution

calling for the creation of a province wide Coastal Zone Act. This works well with the

provincial government’s plan to develop a Sustainable Coastal Development Strategy.

The Ivany Report released in February 2014 was hot off the press. The Report of the

Nova Scotia Commission on Building Our New Economy, Now or Never: An urgent call

to action for Nova Scotians.

63

Inverness County municipal government was awaiting release of a recently

commissioned Cape Breton Tourism Strategy.

On March 31st the United Nations Intergovernmental Panel on Climate Change released a

report titled Climate Change 2014; Impacts, Adaptations, and Vulnerability.

The Doelle–Lahey Panel: Independent Aquaculture Regulatory Review for Nova Scotia,

is ongoing with plans for completion over the summer of 2014.

All of these reports call for a change in attitude or action. Transformation seems entirely

possible for the engaged and committed participants that contributed to this research project. The

mapping exercise is indeed an environmental adult education tool, citizens learn by participation,

reflection, and sharing with others. This research study may have been completed at an

opportune time to assist the citizens in the transformation required as they strive to maintain and

develop this coastal area of Cape Breton Island. One participant said that in light of the events

above this exercise in values mapping has “…come in the nick of time. We are redefining our

rural way of life and everyone living here has a part to play”. This was confirmation that the

participants felt that they had learned from participating and that this adult educational tool

would be immediately useful.

64

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List of Appendices

A. Information and Participant Invitation Form

B. Informed Consent Form

C. Demographic Data Collection

D. Instructions to Participants

E. January Focus Group questionnaire

F. March Focus Group questionnaire

G. Confidentiality Agreement for GIS Technician

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Appendix A: Participant Invitation Form:

Invitation to Participate

You are invited to participate in a research project. Please read the following information

before deciding if you would like to take part in this study.

Purpose and description of the research

The purpose of this study is to build capacity for coastal and marine spatial planning.

This research will fulfill a requirement in the Master of Adult Education Program at St. Francis

Xavier University. Participants will be contributing to planning for sustainable development and

adapting to effects of climate change. The results of this research will also provide information to

assist coastal communities, and Fisheries and Oceans Canada with future decision making

related to coastal and marine planning.

What will be required of participants?

This study has two parts. The first is a mapping activity that involves you identifying

your values related to different location in the watershed where you live. You will have an

individual map to place your marks. You will be given stickers with values attached to place on

the map. The second part will be a follow up to identify what was learned from participating in

the exercise. As a group you will provide answers to 4 questions. The mapping session is

expected to take less than 4 hours to complete. The follow up will include a presentation of

80

findings and a short group questionnaire taking approximately 2 hours at a later date. This

feedback will be presented in the narrative of the final research report.

Participation is voluntary; Right to withdraw without negative consequences

Your participation is entirely voluntary. If you do participate you may withdraw from the

study at any point, without consequences of any kind. Upon your request, we will remove your

responses from our database. Contact the researcher during or after the session if you want to

withdraw at any time. If you do withdraw you can leave your data or have it removed.

Potential benefits and potential harms

A potential benefit for you is to have your values help guide future planning activity in

the watershed area. We do not foresee any risks for you participating in this study.

Release of data

The responses you submit will be stored in a secure database that will contain all the

responses we receive, and hard copies will be stored in a locked location accessible only to the

researcher. All the data from participants will be amalgamated in the report. The data will be

summarized and available to study participants at the end of the survey. Results will not be

reported in a way that might allow individual participants to be identified.

If you have any questions or concerns about this research, please feel free to contact me

or my advisor. You can email or telephone us at the addresses below.

Thank you for your time and consideration.

Researcher

Paul Boyd

Master of Adult Education Program - St. Francis Xavier University

Ph: 902-863-6320, Email: [email protected]

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Appendix B: Informed Consent Form:

I have received an invitation to participate in the pilot research project entitled

Community Social and Cultural Values Mapping Project and I have had an opportunity to

read the information provided. It has been explained to me and I have had all my questions

answered.

I agree to participate in this research project, understanding that I am doing so

voluntarily, that confidentiality will be maintained, and that I have the right to withdraw from the

study at any point by contacting the researcher ‐ Paul Boyd. Please provide a copy of this form to

the researcher and keep a copy.

Participant’s Signature _____________________________ Date:

Researcher’s Signature __________________________________ Date:

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Appendix C: Demographic Data Collection:

This information is collected for accuracy and to provide documentation on how well this

process has worked. Any information provided will remain strictly confidential and will not be

made available to any third party. Demographic information presented will be amalgamated.

(Check Appropriate box/boxes, circle, or fill in space provided)

1) Age: 24 – 34, 35 – 44, 45 – 54, 55 – 64, over 65

2) Sex: Female / Male

3) Household: Marital status __________

Dependents under age 18 ________

4) Home address (mailing and civic, if you wish to receive the research report by mail)

________________________________________

________________________________________

5) Occupation _________________________

6) Employment status: full‐time / part‐time / seasonal / retired

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7) Highest level of education: High school / GED / College / University

8) Land ownership: Own Property (full‐time resident), Rent property, Seasonal property owner

9) Language (e.g. Francophone (Acadian), Anglophone (English), _______________________

10) Are you active in a: (Check any appropriate box)

Service club (e.g. Lions, Rotary, Woman’s Institutes)_______

Youth Group________

Watershed / Stewardship/Environmental group________

Sporting group/organizations______

Royal Canadian Legion______

Religious/Spiritual Group_____

Other type group_____

Name of group (if desired) _____________

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Appendix D: Instructions to Participants:

Focus groups will be held in Mabou, Margaree, and Cheticamp. The first is planned for

January and is scheduled for four hours but may take less time. The second workshop will be in

the same location in March and will be scheduled for two hours. On the maps provided please

answer the questions by placing the assigned question code on your chosen spot on the map. If,

for any reason, you cannot answer a question or identify a specific location then continue to the

next question. If you need more clarification, do not hesitate to ask for help from the researcher.

The researcher is here to answer questions about the purpose and eventual use of the information

you are providing.

MAPPING YOUR VALUED PLACES:

Instruction: Using the maps provided please answer the questions by placing the assigned

question code on your chosen place on the map. The code is listed at the end of the question. If

multiple values are assigned to a location, please provide a brief note.

Identifying different types of valued places

Economic/livelihood Value –

I value these places for economic benefits such as tourism, forestry, agriculture, or other

commercial activity. (Red circle #1)

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Examples of this might include: Areas associated with commercially active farming, forestry,

fishing, shopping, tourism, and /or industries

Recreation Value –

I value these places because they provide outdoor recreation opportunities. (Red circle #2)

Examples might include:

Hiking/walking areas

Beaches/lakes/rivers used for water sport/swimming

Recreational hunting or fishing areas

ATV/Snowmobile areas

Community fields and playgrounds

Biological diversity / habitat value –

I value these places because they provide for a variety of plants, wildlife, marine, or other

life-giving organisms. (Blue circle #3)

These could include trout pools; clam beds; places for hunting rabbits or other animals; places to

pick mushrooms, medicinal plants, and wildflowers

Heritage Value –

I value these places because of their connection to natural and/or human history (natural

and cultural heritage), both tangible and intangible. (Blue circle #4)


Commemorative places (landmarks, cemeteries, etc.)

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Special or rare examples of the area’s environmental features

Sociocultural Value –

I value these places because they represent past and/or current associations with significant

people in my life. (Yellow circle #5)

Intrinsic Value –

These places are valuable for their own sake, no matter what I or others think about them

or whether they are actually used by humans. (Yellow circle #6)

Future Value –

I value these places because of their potential to allow future generations to know and

experience this area as it is now. (Green circle #7)

Life sustaining Value –

I value these places because they help produce, preserve, and renew air, soil, water. (Green

circle #8)

These could include forests, wetlands, and eelgrass beds, etc.

Wilderness Value –

I value these places because they are wild or unspoiled. (Red circle #9)

Personal Value –

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I value these places because they are directly related to significant personal interests, or

events in my life. (Red circle #10)

Scenic / Aesthetics Value –

I value these places for the attractive scenery, sights, smells, sounds, silence. (Blue circle

#11)

Examples of this might include:

Cherished landscapes, waterfalls, beaches, old growth forest, etc.

Homes, barns, wharves, etc. that you find attractive

Spiritual Value –

I value these places because they are spiritually special to me; that is, they support personal

and/or traditional spiritual experiences. (Blue circle #12)


Churches, temples and other places where you go for cultural or religious ceremonies or where

you go to find peace and tranquility

Therapeutic Value –

I value these places because they make people feel better physically and/or emotionally.

(Yellow circle #13)

Creative Value –

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I value these places because they inspire creative activity and products (for example

storytelling, music, visual arts, and celebrations). (Yellow circle #14)

Learning Value (knowledge) –

I value these places because we can use them to learn about the environment/nature, and

ways of working, playing, being. (Green circle #15)

What places do you value that you feel we did not ask about or fit well with a category?

(Green circle #16)

These instructions and values are taken from (SGSL 2009) for consistency with ongoing

DFO projects.

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Appendix E: January Focus Group Questionnaire:

This questionnaire will be presented to participants at the end of the workshop. They will

provide answers as a group. I will capture data on a flip chart.

1. What are the goods and services that depend on the coastal and marine

environment in this watershed?

2. What are some possible risks that could affect the coastal or marine environment or

the coastal community?

3. How will the process of values mapping exercise help to build community capacity

in the area?

4. What are some possible future uses of this exercise as a planning tool for

sustaining your coastal community?

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Appendix F: March Focus Group Questionnaire

This questionnaire will be presented to participants at the end of the workshop. They will provide

answers as a group. I will capture data on a flip chart.

5. Describe what you have learned from participating in this exercise, i.e. has the

values mapping exercise provided insight as an environmental education tool?

6. What have you learned from working with other community members?

7. Describe how participating in this exercise has helped you to identify your place in

the environment / landscape?

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Appendix G

Confidentiality Agreement for GIS Technician

Study: Mapping the pillars of sustainability: Building capacity for integrated coastal and

marine planning on Cape Breton Island’s gulf coast

I, ________________ agree to assist Paul Boyd, with this study by handling maps and other data and

transcribing the content of mapping sessions with participants. I agree that I will:

1. keep all research information shared with me confidential by not discussing or sharing the

information in any form or format (e.g., maps, transcripts) with anyone other than the primary

investigator of this study;

2. keep all research information in any form or format (e.g., maps, transcripts) secure while it is in

my possession. This includes:

• keeping all transcript documents and digitized maps on specified computers and files;

• closing any transcription programs and documents when temporarily away from the

computer;

• keeping printed transcripts in a secure location such as a locked file cabinet;

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• permanently deleting any e-mail communication containing the data;

3. give all research information in any form or format (e.g., disks, transcripts) to the primary

investigator when I have completed the research tasks;

4. erase or destroy all research information in any form or format that is not returnable to the

primary investigator (e.g., information stored on my computer hard drive) upon completion of

the research tasks.

______________________________________________ ______________________

Signature of the research assistant Date

______________________________________________ ______________________

Signature of the primary investigator Date

Dr. Elizabeth Lange

Mailing Address: Department of Adult Education, StFX University,

PO Box 5000, Antigonish NS, B2G 2W5

Phone: 902-867-4697 Email: [email protected]

mapping the pillars of sustainability(final)

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