The Experts below are selected from a list of 231 Experts worldwide ranked by ideXlab platform
Jerome K Vanclay - One of the best experts on this subject based on the ideXlab platform.
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Social Learning: A knowledge and capacity building approach for adaptive co-management of contested landscapes
Land Use Policy, 2011Co-Authors: Andrea J. Leys, Jerome K VanclayAbstract:There is increasing recognition in the field of natural resource management that transformative adaptation to climate and policy change requires cross industry Learning and cooperation at the landscape scale. This can be supported by the development of systematic methodology on Learning models for adaptive co-management between diverse and conflicting landscape managers. Our example of land-use change to hardwood plantation forestry in sub-tropical Australia illustrates an innovative implementation framework for a Social Learning Process that helped build knowledge and community capacity for adaptive co-management of dynamic and shared landscapes. The action research methodology relied on deliberation over local knowledge, existing and emergent scientific findings, resulting in attitudinal change. Processes required facilitation and mediation by a bridging organisation, in this case a research institution, to support cross-scale communications. Reflections suggest that attention is required to manage risk and support stakeholder analysis, particularly in understanding contested values and overcoming power differentials between industry and self-interest groups. Resolving funding issues will require greater consideration by governments and industry groups of their Social responsibilities to communities and the environment; particularly as this Social Learning model is posited for more broad-scale use in providing multi-level governance linkages and as a basis for targeting interventions to address policy gaps or failure. © 2010 Elsevier Ltd.
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Social Learning
Land Use Policy, 2011Co-Authors: Andrea J. Leys, Jerome K VanclayAbstract:There is increasing recognition in the field of natural resource management that transformative adaptation to climate and policy change requires cross industry Learning and cooperation at the landscape scale. This can be supported by the development of systematic methodology on Learning models for adaptive co-management between diverse and conflicting landscape managers. Our example of land-use change to hardwood plantation forestry in sub-tropical Australia illustrates an innovative implementation framework for a Social Learning Process that helped build knowledge and community capacity for adaptive co-management of dynamic and shared landscapes. The action research methodology relied on deliberation over local knowledge, existing and emergent scientific findings, resulting in attitudinal change. Processes required facilitation and mediation by a bridging organisation, in this case a research institution, to support cross-scale communications. Reflections suggest that attention is required to manage risk and support stakeholder analysis, particularly in understanding contested values and overcoming power differentials between industry and self-interest groups. Resolving funding issues will require greater consideration by governments and industry groups of their Social responsibilities to communities and the environment; particularly as this Social Learning model is posited for more broad-scale use in providing multi-level governance linkages and as a basis for targeting interventions to address policy gaps or failure. T4 - A knowledge and capacity building approach for adaptive co-management of contested landscapes M4 - Citavi
Stephan Rist - One of the best experts on this subject based on the ideXlab platform.
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Promoting local innovations (PLI) for community-based climate change adaptation in coastal areas : a facilitator's guide to the PLI workshop
2020Co-Authors: Andrea Roth, Stephan RistAbstract:This facilitators guide for the Promoting Local Innovations (PLI) workshop has been developed to provide conservation and development practitioners working with coastal communities with an interactive and participatory tool that they can use to promote local innovations for climate change adaptation. The main objective of such a PLI workshop is to facilitate a Social Learning Process between different stakeholder groups (local community, governmental agencies, and academia, NGOs) in order to identify and promote local innovations for climate change adaptation in form of community driven action plans.
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Moving from sustainable management to sustainable governance of natural resources: The role of Social Learning Processes in rural India, Bolivia and Mali
Journal of Rural Studies, 2020Co-Authors: Stephan Rist, Mani Chidambaranathan, Cesar Escobar, Urs Wiesmann, Anne ZimmermannAbstract:The present paper discusses a conceptual, methodological and practical framework within which the limitations of the conventional notion of natural resource management (NRM) can be overcome. NRM is understood as the application of scientific ecological knowledge to resource management. By including a consideration of the normative imperatives that arise from scientific ecological knowledge and submitting them to public scrutiny, ‘sustainable management of natural resources’ can be recontextualised as ‘sustainable governance of natural resources’. This in turn makes it possible to place the politically neutralising discourse of ‘management’ in a space for wider societal debate, in which the different actors involved can deliberate and negotiate the norms, rules and power relations related to natural resource use and sustainable development. The transformation of sustainable management into sustainable governance of natural resources can be conceptualised as a Social Learning Process involving scientists, experts, politicians and local actors, and their corresponding scientific and non-scientific knowledges. The Social Learning Process is the result of what Habermas has described as ‘communicative action’, in contrast to ‘strategic action’. Sustainable governance of natural resources thus requires a new space for communicative action aiming at shared, intersubjectively validated definitions of actual situations and the goals and means required for transforming current norms, rules and power relations in order to achieve sustainable development. Case studies from rural India, Bolivia and Mali explore the potentials and limitations for broadening communicative action through an intensification of Social Learning Processes at the interface of local and external knowledge. Key factors that enable or hinder the transformation of sustainable management into sustainable governance of natural resources through Social Learning Processes and communicative action are discussed.
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"It was hard to come to mutual understanding..." - Multidimensionality of Social Learning Processes in natural resource use in India, Africa and Latin America
2020Co-Authors: Stephan Rist, Mani Chiddambaranathan, Cecar Escobar, Urs WiesmannAbstract:Sustainable natural resource use requires that multiple actors reassess their situation in a systemic perspective. This can be conceptualised as a Social Learning Process between actors from rural communities and the experts from outside organisations. A specifically designed workshop oriented towards a systemic view of natural resource use and the enhancement of mutual Learning between local and external actors, provided the background for evaluating the potentials and constraints of intensified Social Learning Processes. Case studies in rural communities in India, Bolivia, Peru and Mali showed that changes in the narratives of the participants of the workshop followed a similar temporal sequence relatively independently from their specific contexts. Social Learning Processes were found to be more likely to be successful if they 1) opened new space for communicative action, allowing for an intersubjective re-definition of the present situation, 2) contributed to rebalance the relationships between Social capital and Social, emotional and cognitive competencies within and between local and external actors.
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A Methodological Orientation for Social Learning Based Adaptation Planning: Lessons from Pilot Interventions in Rural Communities of Burkina Faso, Chile and Senegal
Systemic Practice and Action Research, 2019Co-Authors: Radhika Murti, Sarah-lan Mathez-stiefel, Stephan RistAbstract:Social Learning Processes have untapped potential to integrate knowledge and experiences across a diverse group of stakeholders, including strengthening a community’s ability to transfer their local knowledge and experiences in dealing with change, to develop locally relevant Climate Change Adaptation (CCA) strategies. This paper evaluates experiences from the application of a CCA planning methodology that leverages Social Learning as the main approach for local communities to plan and design their CCA strategies in Burkina Faso, Chile and Senegal. In each case, the paper analyses the key features of the emerging Social Learning Processes during the application of the methodology, presents and analyses participants’ feedback and impressions of the Process, as well as facilitators’ feedback on the strengths and weaknesses of the methodology. An engaging Social Learning Process was demonstrated through observing varying levels of occurrence of seven features - the pooling of different fields and forms of knowledge amongst the participants; creation of joint language; reshaping of perceptions and preconceptions; transformation of attitudes and patterns of communications; redefining of roles in the Learning Process; establishment of common values and mutual trust building. The methodology was referred to as being simple, inclusive, helping create ownership and highly interactive, by facilitators who used it. While this research demonstrated the immediate and short-term impacts of Social Learning to be positive for the CCA planning Process, longer term monitoring is needed to fully understand the opportunities and limitations of Social Learning for CCA planning. In doing so, it is important to recognise the project driven modalities of CCA for rural communities is a limitation in itself in truly benefiting from the long-term benefits of Social Learning.
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“It was Hard to Come to Mutual Understanding …”—The Multidimensionality of Social Learning Processes Concerned with Sustainable Natural Resource Use in India, Africa and Latin America
Systemic Practice and Action Research, 2006Co-Authors: Stephan Rist, Cesar Escobar, Mani Chiddambaranathan, Urs WiesmannAbstract:Sustainable natural resource use requires that multiple actors reassess their situation in a systemic perspective. This can be conceptualised as a Social Learning Process between actors from rural communities and the experts from outside organisations. A specifically designed workshop oriented towards a systemic view of natural resource use and the enhancement of mutual Learning between local and external actors, provided the background for evaluating the potentials and constraints of intensified Social Learning Processes. Case studies in rural communities in India, Bolivia, Peru and Mali showed that changes in the narratives of the participants of the workshop followed a similar temporal sequence relatively independently from their specific contexts. Social Learning Processes were found to be more likely to be successful if they 1) opened new space for communicative action, allowing for an intersubjective re-definition of the present situation, 2) contributed to rebalance the relationships between Social capital and Social, emotional and cognitive competencies within and between local and external actors.
Mike Kline - One of the best experts on this subject based on the ideXlab platform.
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collaborative environmental planning in river management an application of multicriteria decision analysis in the white river watershed in vermont
Journal of Environmental Management, 2007Co-Authors: Caroline M Hermans, Jon D Erickson, Thomas G Noordewier, Amy Sheldon, Mike KlineAbstract:Multicriteria decision analysis (MCDA) provides a well-established family of decision tools to aid stakeholder groups in arriving at collective decisions. MCDA can also function as a framework for the Social Learning Process, serving as an educational aid in decision problems characterized by a high level of public participation. In this paper, the framework and results of a structured decision Process using the outranking MCDA methodology preference ranking organization method of enrichment evaluation (PROMETHEE) are presented. PROMETHEE is used to frame multi-stakeholder discussions of river management alternatives for the Upper White River of Central Vermont, in the northeastern United States. Stakeholders met over 10 months to create a shared vision of an ideal river and its services to communities, develop a list of criteria by which to evaluate river management alternatives, and elicit preferences to rank and compare individual and group preferences. The MCDA procedure helped to frame a group Process that made stakeholder preferences explicit and substantive discussions about long-term river management possible.
Matthew J Taylor - One of the best experts on this subject based on the ideXlab platform.
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integrating local and scientific knowledge for adaptation to land degradation kalahari rangeland management options
Land Degradation & Development, 2007Co-Authors: Mark Reed, Andrew J Dougill, Matthew J TaylorAbstract:Despite numerous assessments of the sensitivity and resilience of drylands to degradation, there has been little research into the way affected communities innovate and adapt in response to land degradation. This paper shows how local and scientific knowledge can be combined to identify rangeland management strategies to reduce or adapt to land degradation. To achieve this, we have developed and applied a four-stage Social Learning approach based on stakeholder participation in three degradation ‘hotspots’ in communal rangelands of the Kalahari, Botswana. This approach aims to collate, evaluate and apply both scientific and local knowledge on rangeland degradation and management options. First, current practice and possible management options were identified from the literature. Second, a series of semi-structured interviews with rangeland users identified local knowledge of strategies to reduce and adapt to land degradation. Third, these options were discussed and evaluated with rangeland stakeholders in focus groups held across each study region. Finally, the outputs from these focus groups were used to produce rangeland assessment guides for each region that provided management options agreed to be locally relevant by both researchers and local stakeholders. The study found that the majority of strategies reported in the literature were not suitable for use by pastoralists in the Kalahari. However, many of the strategies suggested by stakeholders could only be applied effectively under common property regimes, giving impetus to the growing literature encouraging institutional reform to strengthen common property management regimes. The research stimulated a Social Learning Process that combined knowledge from local stakeholders (both pastoralists and extension workers) with the scientific knowledge of researchers to provide a range of management options that could help land managers reduce or adapt to land degradation. By combining participatory research with insights from scientific literature in this way, more relevant results were provided than either approach could have achieved alone. Copyright © 2007 John Wiley & Sons, Ltd.
Maria Del Carmen Vergaratenorio - One of the best experts on this subject based on the ideXlab platform.
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reflections on the Social Learning Process for community work in rural areas of mexico
International Journal of Biodiversity Science & Management, 2007Co-Authors: Silvia Del Amo Rodriguez, Maria Del Carmen VergaratenorioAbstract:This paper reflects on the principal lessons from ten years of work with rural communities on natural resource management, carried out through a non-governmental organization, Programa de Accion Forestal Tropical. The community work experiences originate from 24 small projects in 14 small communities in seven states of southern Mexico. The work emphasized a holistic and integral approach, known as Social Learning. Two elements required for community work were analysed: theoretical concepts and practical applications. The theoretical concepts are: dialogue, empowerment, plurality, validity of local knowledge and co-responsibility. The practical applications are: diversification of activities in projects, training, monitoring and feedback. Analysis revealed the need to pay attention to the above Social elements in the community to achieve resource management, and emphasized the Social Learning Process. The analysis was the result of observations on the development of each project and interchanges between re...