This paper investigates learning occurring through cross-cultural collaboration and how learning processes and outcomes of such learning affect the governance of regional lands and resources in the context of a First Nation-industry partnership in northwestern Ontario, Canada. We use transformative learning theory as a basis for critically analyzing individual, social, and structural changes. Transformative theory has been found to be suitable for working with natural resource problems and has evolved over time to include ways for accounting for different cultural frames of reference. We attempted a decolonizing approach in our research methodology hoping to understand learning events and outcomes as expressed by the research participants according to their own worldviews. Thirty-six participants involved in the First Nation-industry partnership were engaged in semi-structured interviews. Our results reveal different events that catalyzed both transformative and culturally framed learning outcomes for participants, such as much deeper appreciation for cultural practices and shared understanding of provincial forest policies. Four types of events were identified as catalysts for such learning outcomes: (i) time spent on the land; (ii) social meetings; (iii) ceremony, and (iv) formal meetings. Each type of learning event corresponded with different learning outcomes that arose from being involved in the partnership. Drawing from the literature on transformative and Indigenous learning, our study resulted in a synthetic “two-row” frame for cross-cultural learning and demonstrates that this learning was important for building cross-cultural collaborations for resource use.

本文调查了在加拿大安大略省西北部建立的第一民族与工业界的伙伴关系中，通过跨文化合作进行的学习，以及学习过程和学习结果如何影响区域土地和资源的治理。我们使用变革性学习理论作为批判性地分析个人，社会和结构变化的基础。人们发现，变革性理论适用于解决自然资源问题，并且随着时间的流逝而发展，包括了解释不同文化参照系的方法。我们尝试在我们的研究方法中采用非殖民化方法，以期了解研究参与者根据自己的世界观表达的学习事件和结果。参加“第一民族—工业”合作关系的三十六名参与者参加了半结构化访谈。我们的结果揭示了各种事件，这些事件促进了参与者的变革性学习和文化构架学习成果，例如对文化习俗的更深刻理解以及对省级森林政策的共同理解。确定了四种类型的事件来促进这种学习成果：（i）在土地上花费的时间；（ii）社交会议；（iii）仪式和（iv）正式会议。每种类型的学习活动都对应于因参与伙伴关系而产生的不同学习成果。从有关变革性和本土学习的文献中汲取经验，