CEU Electronic Theses and Dissertations, 2019
| Author | Marteleira, Erika |
|---|---|
| Title | Moving toward meaningful consultation in Canadas Environmental Assessment process |
| Summary | Consultations with Indigenous groups in Canada are obligated to establish a "meaningful" dialogue to meet the objectives of ‘the duty to consult’. The Inuit communities consulted in the 2017 Hamlet River Supreme Court Decision serves as the case study for this analysis. Literature pertaining to co-management of natural resources was reviewed along with Inuit consultation guidelines that include descriptions of Inuit epistemology. A theoretical framework was developed through the lens of dialogism in critical pedagogy, framing knowledge not as an object to be exchanged, but embedded in the subject themselves. Meaningful dialogue is then formed through a subject-subject relationship, where knowledge is tied to the cultural, social, and biophysical environment of the people. Further, the role of language in dialogue forms an important theoretical pillar of the framework and is examined in the case. Consultation transcripts were analyzed through this theoretical framework using qualitative and quantitative methods. The analysis is primarily qualitative, using quotes to identify particular aspects of the consultation that led to gaps between epistemologies. Comments from the transcript relevant to the framework were coded to demonstrate epistemological trends in comments made in Inuktitut that 1) contained knowledge qualifiers and 2) were told as narratives. 44.5% of total comments were in Inuktitut, while 62.5% of knowledge qualifiers and 78.3% of narratives were in Inuktitut. The principles of dialogism across epistemologies can were found to address consultation gaps in this case, and can be applied to advance the "nation-to-nation" relationship that the "duty to consult" was intended to advance. |
| Supervisor | Pearson, John |
| Department | Environment Sciences and Policy MSc |
| Full text | https://www.etd.ceu.edu/2019/marteleira_erika.pdf |
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