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dc.contributor.authorPreston, Sandra
dc.date.accessioned2010-07-12T02:25:49Z
dc.date.available2010-07-12T02:25:49Z
dc.date.issued1997
dc.identifier.urihttps://hdl.handle.net/10182/2214
dc.descriptionAn error in production has resulted in page 96 being missed. If you have a copy of the missing page please contact the Research Archive Administrator via the Contact/Feedback form. Thank you.en
dc.description.abstractThe aim of this research is to investigate whether environmental education can and should contribute to public participation under the provisions of the Resource Management Act 1991. To achieve this aim an elaborate research framework is created which is based upon a series of intuition points derived from work experience. This research framework establishes a detailed research process to substantiate these intuition points. The research process is also designed to determine whether environmental education and public participation complement each other and whether New Zealand's resource management legislative context necessitates a particular form of environmental education. Public participation is defined and this leads to a debate concerning distinctions between public participation and consultation. Opportunities for public participation under the provisions of the Resource Management Act 1991 are outlined and barriers to these opportunities are discussed. Based on this discussion, characteristics of effective public for the New Zealand context are derived. Definitions, agendas, goals and aims of environmental education are synthesised and the development of environmental education, internationally and in New Zealand, is outlined. Major themes are consolidated to formulate characteristics of environmental education for the contemporary international context. The characteristics of environmental education and public participation are compared and contrasted to determine whether they can be integrated to contribute to public participation under the provisions of the Resource Management Act 1991. Institutional analysis is used to draw a relationship between values, behaviour and institutions. This relationship is required to determine whether environmental education should contribute to public participation under the provisions of the Resource Management Act 1991. As part of the institutional analysis, New Zealand's development of environmental education is contrasted against its environmental policy development. This is undertaken to determine whether New Zealand's resource management legislative context necessitates a particular form of environmental education. An integrated, strategic set of recommendations is presented. These draw on a range of existing policy documents and environmental education initiatives. This agenda suggests a series of actions which have the potential to enhance the quality of public participation under the provisions of the Resource Management Act 1991.en
dc.language.isoenen
dc.publisherLincoln Universityen
dc.rights.urihttps://researcharchive.lincoln.ac.nz/page/rights
dc.subjectenvironmental educationen
dc.subjectpublic participationen
dc.subjectResource Management Act 1991en
dc.subjectresource management decision-makingen
dc.titleEnvironmental education : towards active and informed participation in resource management decision-making : an investigation to determine whether environmental education can and should be used to contribute to public participation under the provisions of the Resource Management Act 1991en
dc.typeDissertationen
thesis.degree.grantorLincoln Universityen
thesis.degree.levelMastersen
thesis.degree.nameMaster of Scienceen
lu.thesis.supervisorRixecker, Stefanie
lu.contributor.unitDepartment of Environmental Managementen
dc.rights.accessRightsDigital thesis can be viewed by current staff and students of Lincoln University only. Print copy available for reading in Lincoln University Library. en
dc.subject.anzsrc050203 Environmental Education and Extensionen
dc.subject.anzsrc050205 Environmental Managementen


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