Recreational Cannabis Laws in the Canadian Provinces of Ontario, New Brunswick, Alberta and British Columbia: A Living Laboratory for Examining Mechanisms of Policy Diffusion By Andrew L. Train A Thesis Presented to The University of Guelph In partial fulfillment of requirements for the degree of Master of Arts In Political Science Guelph, Ontario, Canada © Andrew L. Train, April, 2019 ABSTRACT RECREATIONAL CANNABIS LAWS IN THE CANADIAN PROVINCES OF ONTARIO, NEW BRUNSWICK, ALBERTA AND BRITISH COLUMBIA: A LIVING LABORATORY FOR EXAMINING MECHANISMS OF POLICY DIFFUSION Andrew L. Train Advisor: University of Guelph, 2019 Professor Dave Snow Since the inception of Canada’s recreational cannabis laws, every province has drafted a corresponding legislative framework. Which aspects of these provincial cannabis laws — namely policy goals, instruments and settings—diffused from the federal government, and which did not? This paper employs a qualitative analysis of material from the federal government and the provinces of Ontario, New Brunswick, Alberta and British Columbia to answer this question. The mechanisms by which policy diffused were coercion, learning and replication, with competition and imitation being absent entirely. The research demonstrates that different forms of diffusion have increased the likelihood for policy myopia becoming a source of policy failure given the overreliance on replication of alcohol and tobacco policies. It recommends that any other jurisdictions considering the development of recreational cannabis policy (1) not impose a restrictive timeline for policy initiation, and (2) not overly rely on policy learning through replication of analogous legislative fields. III ACKNOWLEDGEMENTS I would like to thank several individuals upon completion of this thesis. First, I would like to acknowledge my gratitude and dearest thanks to my supervisor, Professor Dave Snow of the University of Guelph. He has endlessly guided and supported me throughout all stages of the project. His knowledge and expertise have been invaluable throughout the entire research process and without it, this work would not be possible. I would also wish to express my appreciation to Professor Kate Puddister of the University of Guelph. Her valued considerations and suggestions have immensely contributed to the overall improvement of this thesis. This research has also benefited from remarks and recommendations made by Dr. Jared Wesley of the University of Alberta. I take this opportunity to thank him for providing me with additional resources to assist this endeavour. Special recognitions are due to my parents, Mena and John Train, for the endless amounts of support, guidance, love and encouragement. Without their care, none of this would be achievable and I am forever grateful for all that they do. This thesis has been written during my journey at the University of Guelph. I would like to thank the university for providing an excellent atmosphere and learning environment throughout my undergraduate and graduate studies. In particular, I would like to thank the Department of Political Science for its generous financial and moral support during my entire academic career as a student at the University of Guelph. IV TABLE OF CONTENTS ABSTRACT ............................................................................................................................................... II ACKNOWLEDGEMENTS ..................................................................................................................... III TABLE OF CONTENTS ......................................................................................................................... IV LIST OF TABLES .................................................................................................................................... VI CHAPTER ONE: INTRODUCTION ...................................................................................................... 1 CHAPTER TWO: LITERATURE REVIEW AND METHODOLOGY .............................................. 4 Introduction ...................................................................................................................................................................................................... 4 Operationalizing Mechanisms of Policy Diffusion ............................................................................................................................ 4 Criminal Law in Canada: Federal vs. Provincial Power ................................................................................................................. 8 Methodology .................................................................................................................................................................................................. 11 Conclusion ...................................................................................................................................................................................................... 13 CHAPTER THREE: FEDERAL DIFFUSION OF GOALS AND INSTRUMENTS ......................... 14 Introduction ................................................................................................................................................................................................... 14 Recreational Cannabis Policy: Coercive Diffusion of Overarching Goals ............................................................................ 14 Policy Instruments: Coercive Diffusion Maintained ..................................................................................................................... 17 Enforcing Public SAfety And Protection .............................................................................................................................................. 18 Establishing a Safe and Responsible Supply Chain ........................................................................................................................ 19 Minimizing HArms of Use .......................................................................................................................................................................... 21 Conclusion ...................................................................................................................................................................................................... 22 CHAPTER FOUR: PRECISE POLICY SETTINGS IN THE PROVINCES ..................................... 24 Introduction ................................................................................................................................................................................................... 24 Precise Policy Settings in Ontario: ....................................................................................................................................................... 24 Coercion in Ontario’s Precise Settings ................................................................................................................................................. 25 Learning in Ontario’s Precise Settings ................................................................................................................................................ 26 V Precise Policy Settings in New Brunswick ....................................................................................................................................... 29 Coercion in New Brunswick’s Precise Settings ................................................................................................................................. 29 Learning in New Brunswick’s Precise Settings ................................................................................................................................ 30 Precise Policy Settings in Alberta ......................................................................................................................................................... 34 Coercion in Alberta’s Precise Settings ................................................................................................................................................. 35 Learning in Alberta’s Precise Settings ................................................................................................................................................. 35 Precise Policy Settings in British Columbia: .................................................................................................................................... 38 Coercion in British ColuMbia’s Precise Settings .............................................................................................................................. 40 Learning in British Columbia’s Precise Settings ............................................................................................................................. 40 Conclusion ...................................................................................................................................................................................................... 43 CHAPTER FIVE: DISCUSSION AND CONCLUSION ...................................................................... 48 Introduction ................................................................................................................................................................................................... 48 Mechanisms of Diffusion: Coercion, Learning, and Replication .............................................................................................