Abstract

This paper looks in depth at an ecological project in Gisborne, New Zealand, with particular reference to the broader 'community learning' implications of the project. It tracks the personal learning journey of some of the key participants in this project, and investigates what effect, if any, the project has had on the learning profile of the wider community. The theoretical framework of Paulo Freire's 'Pedagogy of the Oppressed' forms the basis for analysis of this paper.