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Drawing on findings from a case study of Montreal’s Turcot interchange reconstruction, it examines how non-formal eco-citizenship education research can strengthen social movements and support the transformation of democratic institutions by enriching public debate and collective reflection.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/eco-activism-contributions-to-social-learning-drawing-from-the-turcot-public-debate/596859/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/eco-activism-contributions-to-social-learning-drawing-from-the-turcot-public-debate/596859.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How do activists contribute to social learning in the Turcot controversy?","Question",{"text":112,"@type":113},"Activists go beyond critiquing the original project by presenting a technically detailed alternative grounded in a collective ethical clarification process.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the main case study discussed in the article?",{"text":117,"@type":113},"The article draws on a case study of the public debate about Montreal’s Turcot interchange reconstruction.",{"name":119,"@type":110,"acceptedAnswer":120},"How can non-formal eco-citizenship education research influence social movements and democracy?",{"text":121,"@type":113},"Research in this field can reinforce social movements and nourish collective reflection, contributing to the transformation of democratic institutions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596859,1792171246,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Eco-Activism Contributions to Social Learning: Drawing from the Turcot Public Debate  \nLaurence Brière, Université du Québec à Montréal, Canada  \nAbstract:  \nThis article highlights the social learning dynamics, issues, and outcomes characterizing an urban transport controversy in which activists played an innovative role, going beyond the project’s critique to present a technically detailed alternative, grounded in a collective ethical clarification process. The article then draws on a case study experience and findings to discuss how research in the field of non-formal eco-citizenship education can contribute to the reinforcement of social movements and the transformation of democratic institutions.  \nRésumé:  \nCet article met en exergue les dynamiques d’apprentissage et les enjeux (éthiques,épistémologiques) qui ont caractérisé une controverse à propos d’un méga-projet de transport routier en milieu urbain. Dans le cadre de ce long débat, des militantset militantes ont joué un rôle innovant en dépassant la critique du projet initial pour y proposer une alternative techniquement détaillée, fondée sur des principes de justice sociale et de responsabilité environnementale convenus collectivement.À l’appui des résultats de cette étude de cas, l’auteure discute d’avenues de recherche dans le champ de la formation relative à l’écocitoyenneté, qui puissent contribuer au renforcement de mouvements sociaux comme à la transformation d’institutions démocratiques.  \nKeywords: activism, eco-citizenship education, environmental controversies, social learning, social transformation, urban transportation, Turcot  \ninterchange  \nMots-clés : militantisme, formation relative à l’écocitoyenneté, controverses environnementales, apprentissage dans l’action sociale, transformation sociale, transport urbain, échangeur Turcot  \nEco-Activism Contributions to Social Learning:  \nDrawing from the Turcot Public Debate  \nEco-citizenship education is receiving an increasing amount of attention within the environmental education field of study and intervention. Although an important trend in eco-citizenship education is eco-friendly practice, a growing group of scholars and educators are instead aiming for the endogenous development of eco-political knowledge and competencies. From this perspective, citizenship  \n150 Canadian Journal of Environmental Education, 23 (3), 2020  \nis considered as a lifelong learning process, embedded in community projects, collective actions, and activism. Through this critical and humanistic prism, ecocitizenship can be viewed as an auto- and co-determination process, informed by reflective explorations of one’s inner landscape, relationships with others, and the environment.  \nSocial movements about socio-ecological issues are known as rich learning contexts (Biddix, Somers & Polman, 2009; Brière, 2016; Orellana & Marleau, 2015; Walter, 2007) . The learning processes and outcomes characterizing the interactions between activists, government representatives, project instigators, and other stakeholders of an environmental controversy are also of great public interest. These experiences showcase differentiated realities within a given debate. Overall, deliberative contexts have the potential to foster important transformative learning. In such conversations, ethical, political, and epistemological issues are raised and faced, challenging everyone’s viewpoints. Debates then create unique opportunities for different interest groups to reflect upon and evolve in their understanding of a problem.  \nIn the following, I draw upon a case study of the debate about Montreal’s Turcot interchange reconstruction to demonstrate ways in which research oneco-activism and public debates from a collective learning viewpoint can contribute to social change and new, non-formal educational perspectives. After having briefly outlined the case, the objectives and structure of the study, and some of its striking results, I discuss ways in which such types o","cbCaidrxfiMGOXof","https://ap.wps.com/l/cbCaidrxfiMGOXof","pdf",524370,16,"English","# Abstract\n## Social learning and eco-activism in environmental controversy\n## Case study: Turcot interchange public debate\n## Implications for non-formal eco-citizenship education","[{\"question\":\"How do activists contribute to social learning in the Turcot controversy?\",\"answer\":\"Activists go beyond critiquing the original project by presenting a technically detailed alternative grounded in a collective ethical clarification process.\"},{\"question\":\"What is the main case study discussed in the article?\",\"answer\":\"The article draws on a case study of the public debate about Montreal’s Turcot interchange reconstruction.\"},{\"question\":\"How can non-formal eco-citizenship education research influence social movements and democracy?\",\"answer\":\"Research in this field can reinforce social movements and nourish collective reflection, contributing to the transformation of democratic institutions.\"}]","Eco-Activism Contributions to Social Learning - Drawing from the Turcot Public Debate | PDF",1792083875]