Type of Document	Dissertation
Author	Ronald, Margaret Lynn
URN	etd-12012003-175242
Title	How a Florida Coastal Population Learned to Respond to Rapid Environmental Change
Degree	Doctor of Philosophy
Department	Educational Leadership and Policy Studies, Department of
Advisory Committee	Advisor Name Title Vandra Masemann Committee Chair Karen Monkman Committee Member Peter Easton Committee Member Rebecca Miles Committee Member Steve Klees Committee Member
Keywords	Panarchy Environmental Change Communities Of Practice Conscientization Informal And Nonformal Learning Aquaculture
Date of Defense	2003-10-06
Availability	unrestricted
Abstract HOW A FLORIDA COASTAL POPULATION LEARNED TO RESPOND TO RAPID ENVIRONMENTAL CHANGE Name: Margaret Lynn Ronald Department: Education Foundations and Policy Studies Major Professor: Vandra Masemann Degree: Ph.D. Term Degree Awarded: Fall, 2003 This dissertation examines the process of informal situated learning and conscientization in a Florida coastal community that faced rapid environmental change from 1989 to 2003. By examining this poorly understood process of learning in the face of sudden and sporadic (lurching) change, and transformational change, I clarify those conditions and characteristics that fostered learning and the process of individual and collective conscientization. The study period encompassed the closure of local oyster harvesting areas, the decline of the oyster industry, the Florida net ban and decline of commercial net fishing, the collapse of wild clam harvesting in the state, and the emergence of clam farming. Two theories, panarchy developed by the Resilience Alliance (1999) and Gunderson and Holling (2002) and communities of practice developed by Lave and Wenger (1991), provided a conceptual framework for the study. I used an ethnographic approach, conducted life-learning interviews, and shared transcriptions with participants to foster conscientization. Direct and participant observations were made, and documents were collected. I used the constant comparative method to analyze data, mapped social ties and stakeholder characteristics. Data were plotted spatially and temporally to determine conditions and characteristics affecting learning and conscientization. Interaction, communication and collaboration increased during the adaptive phase of reorganization, fostering intense learning and innovation. Individuals – primarily women – denied ready access to resources by cultural structures and/or environmental events were involved in conscientization first. The participation of greater numbers of women and outsiders in clam farming during the adaptive phase of reorganization modified cultural structures and patterns of interaction with the social and bio/physical environment. Women (many former oysterers) and outsiders were able to play an influential role in collective conscientization through the retelling of their personal experiences. As the community of practice moved into the adaptive phase of utilization, cultural structures and patterns rigidified and learning slowed. Decreased access to resources due to steeper hierarchical structures perpetuated the process of conscientization. A series of crises accelerated the process. I found that individual conscientization occurred when individuals perceived action was in their best interest. I also confirmed that individual conscientization is a prerequisite for collective conscientization.
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