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 6
2.1 Purpose of Research and Research Question 8
3. Literature Overview and Theoretical Framework 9
3.1 Community Development / Sustainable Fisheries 9
3.2 Coastal and Marine Planning / Policy Development 14
3.3 Research Methodology and Rationale 20
3.4 Environmental Adult Education 23
4. Methodology and Methods / Case Study 25
4.1 Participation selection 25
4.2 Focus Group process and Data collection methods 27
4.3 Data analysis methods and Trustworthiness 29
5. Results and Observations 31
5.1 Delimitations and Limitations 53
5.2 Discussions of Findings 54
5.3 Presentation of data and Findings 55
6. Significance and Contribution of Research 58
7. Conclusion and Implications 59
7.1Gaps in Environmental Adult Education 60
7.2 Transferability 61
7.3 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 Researchand ResearchQuestion
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.
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.
Economic/livelihood
Recreation
Biological/diversity/habitat
Heritage
Sociocultural
Intrinsic
Future
Life sustaining
Wilderness
Personal
Scenic/aesthetic
Spiritual
Therapeutic
Creative
Learning
Other
Importance
10.89%
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%

49
Graph 2.
Comparing the four pillars; cultural vibrancy ranks consistently highest, with economy
second, environment and social are close.
MAPS 18-24MAPS 9-17MAPS 1-8
SHED
40.00
30.00
20.00
10.00
0.00
Mean
CULTURAL
SOCIAL
ENVIRONMENTAL
ECONOMY
Means: Watershed 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.
55 AND OLDER24-54
AGE(R)
40.00
30.00
20.00
10.00
0.00
Mean
CULTURAL
SOCIAL
ENVIRONMENTAL
ECONOMY
Means: Age 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.
SERVICE INDUSTRIESNATURAL RESOURCES INDUSTIES
OCCUPATION(R)
40.00
30.00
20.00
10.00
0.00
Mean
CULTURAL
SOCIAL
ENVIRONMENTAL
ECONOMY
Means: Occupational 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.
UNIVERSITYCOLLEGE OR LESS
EDUCATION
40.00
30.00
20.00
10.00
0.00
Mean
CULTURAL
SOCIAL
ENVIRONMENTAL
ECONOMY
Means: Educational Differences Four Pillars

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.

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Table 1
Economical Environmental Social Cultural
Economic/livelihood Biodiversity/habitat Sociocultural Scenic/aesthetic
Personal Life sustaining Learning Creative
Future Wilderness Recreation Heritage
Therapeutic Spiritual
Intrinsic
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)
Fisheries
Tourism
Agriculture
Forestry
Transportation
Mining
Energy
Education centres
Health centres
Merchandise
Restaurants
Accommodations
Health of the watershed
Resource based industry –
fishery, farming, tourism,
forestry
Shoreline- ocean,
harbours, beaches etc…
Fish stocks
Flora & fauna
Climate
Natural resources
Parks - conservation
Gatherings/ Festivals
Recreation
Recreation Centres
Hiking & trails
Camping
Fishing
Golf
Hunting
Beaches
Parks
The Arts
Education
Cultural Centers
Museums
Heritage Buildings
Dances
Churches
Community Halls
Language
Lifestyle
Aesthetics
National Park
Heritage River
Table 3
Risk Capacity Future
Global warming
Climate change
Sea level rise
Erosion
Oil / gas exploration
Pollution
Over exploitation of
resources
Deforestation
Economic downturn
Planning
Perspective
Priorities
Appreciation
Value
Reflection
Educational
Promotion of area
Participation – sharing
Information
Integration
Baseline data
Planning
Economic value
Development – industry
& infrastructure
Recognition of assets
Perspective
Information
Conservation
Protection
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.

58
Table 4
Learned by participating
in the mapping
Working with others Your place in the
environment
Value of area
Vision for future
Recognised change
Recognised hotspots
A chance to rate values
Recognition sense of places
and belonging
How complex EAE can be
Values can be visualised
Quality of rural life – a
sense of place is essential in
building and maintaining
sustainable communities
The land/sea connection
Shared appreciation
Different perspectives
Similar values
Learned about other industries
Shared long term goals
Shared 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
environment
Subsistence
Appreciation of where
we live
Protector
Reaffirmed my place
I was able to map my
place in the
environment
Able to visualise the
ways I interact with the
environment
Better understand the
connection between
land and sea
I 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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