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The literature on municipal solid waste (MSW) management on First Nations in Canada outlines numerous challenges requiring attention. Learning among community members about the existing systems can be important for improving MSW management in communities. This study examined the role of and potential for Indigenous learning and social learning theory in managing MSW in First Nations and how learning can result in lasting outcomes. A social constructivist worldview guided the research and provided participants the opportunity to share their lived experiences with MSW management in their communities, which have been influenced by interactions with other community members and their history. A qualitative, multiple-case study of Peguis First Nation and Heiltsuk Nation was employed, utilizing semi-structured interviews, workshops, and participant observation as data collection methods. Fifty-two participants were involved in the research, including: Hereditary Chiefs, Elders, community leaders/members who spearheaded MSW management initiatives, community members participating in initiatives, and staff in charge of community programs. The data shows that Indigenous learning and social learning occurred among participants in both communities through processes, such as discussions with close family members, ceremonies, band meetings, and discussions with waste management employees. Moreover, learning resulted in behavioural and attitudinal changes, including reusing materials, reducing waste generation and recycling, avoiding complex packaging, and feeding food to animals instead of treating it as waste. Additionally, cultural factors such as avoiding waste, taking care of each other, protecting/taking care of the land, and connection to the land were also found to impact MSW management in both communities. Collective action outcomes also manifested themselves in the form of encouraging community members, friends, and family to clean up their spaces and participating in com

"Sustainability is a journey, not a destination" is an adage which certainly holds true for those seeking to live a sustainable lifestyle. Perhaps the essential factor inducing and guiding this movement towards a sustainable consciousness is learning. This study explores a select group of individuals’ continuing journey towards a more sustainable way of life, focusing specifically on clothing sustainability. Mezirow’s transformative learning theory provides the theoretical foundation for this exploration, offering an explanation of the learning process underlying these journeys. According to Mezirow’s critics, however, his theory does not adequately delve into the relationship between transformative learning and social action, such as that taken to promote and support sustainability. This research sought not only to understand the learning process in the context of sustainability and the thoughts and actions of those committed to clothing sustainability, but also to bridge the gap between transformations and social action. Thirty-two individuals participated in Phase One of this two-part study, engaging in an interview and a survey. Seventeen of these individuals, those demonstrating either a steady commitment to a sustainable way of life or a strong desire to adopt a more sustainable lifestyle, participated in Phase Two, which included a life-grid interview. A small subset of this group also took part in a journaling exercise. Drawing on these data sources, this thesis provides insight into transformative learning, namely the key introductory points for sustainability during the lifespan, the types of experiences triggering learning for sustainability, the essential role of instrumental learning in transformative learning and social action, and the complexity of the frame of reference. It also provides a greater understanding of social action, identifying the variables of social action, the different layers of barriers participants encountered in putting their lear