Investigating complex-value-based community mine education strategies : a case study with the Tlicho community in the Wek’eezhii region Northwest Territories, Canada

• Main Author: Chouinard, Rebecca Rose
• Format: Others
• Language: English
• Published: University of British Columbia 2009
• Online Access: http://hdl.handle.net/2429/12625

This thesis attempts to define an effective model for developing educational programs related to mining for communities in an iterative manner that speaks to the needs and values of the community. The lessons learned provide direction on methods to replicate an effective education program for communities. The success of a process that was used to develop an education program in a mining context for a particular case has been evaluated. Reasons for why learning does or does not transpire for this case were explored. A case study of the Tlicho community in Canada’s Northwest Territories was conducted to investigate this query. A combination of theories, approaches, and methods were utilized in the development of the education program, the collection and interpretation of data, and the formation of key findings. The inquiry led to the following four key conclusions: 1) Knowledge and understanding are effectively acquired by situating information as primary experiences or through oral accounts by persons who have experienced. 2) The objects of learning for education programs must be valuable, useful, and meaningful to the intended learners. Each individual must be given the autonomy to decide what topics or concepts are appropriate for him or her. Thus, choice and flexibility must be built into the programs. The “I am going to teach you...” approach to education is less superior than a humble humanistic approach to education. 3) The process to develop programs should involve cycles of action and reflection, input from the intended learners, and repetition. 4) Assimilation of information occurs through the experience of knowledge that is presented in culturally based frames informed by particular stories, experiences, teachers, places, values, histories, and materials. These conclusions provide some insight on how governments and mining companies can and should engage with communities to learn. Enhanced knowledge and understanding through learning by communities, governments, and mining companies, strengthen relationships and agreements. When everybody’s knowledge and understanding improves, better decisions can be made. === Applied Science, Faculty of === Mining Engineering, Keevil Institute of === Graduate