Challenging Old Models of Knowledge and Learning: New Perspectives for Participation in Environmental Management and Planning‪.‬

Abstract What one 'knows' is relative to and affected by one's values, assumptions and perspectives; in addition, learning and teaching occur in a social and cultural context. These tenets underpin the idea of relational or contextual knowledge, and challenge the conventional view of 'received knowledge' which involves deference to authority and reliance on 'expertise', a belief in knowledge (especially science) as a set of truths, and a view of education as authoritative explanation of these truths. Drawing on theoretical and conceptual work on ways of knowing and the nature of participation in environment and resource management, this paper explores notions of participation, knowledge and knowledge generation (including research), and expertise. Insights from a study of citizen perspectives on the Walkerton tragedy are used to highlight our shifting understanding of these ideas.