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| Registros recuperados: 49 | |
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| Dewulf, Art; Public Administration and Policy Group, Wageningen University; art.dewulf@psy.kuleuven.be; Taillieu, Tharsi; Center for Work, Organizational and Personnel Psychology, Katholieke Universiteit Leuven; tharsi.taillieu@psy.kuleuven.be. |
| Uncertainty of late has become an increasingly important and controversial topic in water resource management, and natural resources management in general. Diverse managing goals, changing environmental conditions, conflicting interests, and lack of predictability are some of the characteristics that decision makers have to face. This has resulted in the application and development of strategies such as adaptive management, which proposes flexibility and capability to adapt to unknown conditions as a way of dealing with uncertainties. However, this shift in ideas about managing has not always been accompanied by a general shift in the way uncertainties are understood and handled. To improve this situation, we believe it is necessary to recontextualize... |
| Tipo: Peer-Reviewed Reports |
Palavras-chave: Adaptive management; Ambiguity; Frames; Framing; Knowledge relationship; Multiple knowledge frames; Natural resource management; Negotiation; Participation; Social learning; Uncertainty; Water management. |
| Ano: 2008 |
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| Muro, Melanie; Water Science Institute, Cranfield University, UK; melanie.muro@web.de; Jeffrey, Paul; Water Science Institute, Cranfield University, UK; p.j.jeffrey@cranfield.ac.uk. |
| Public participation is increasingly viewed as a means to initiate social learning among stakeholders, resource managers, and policy makers rather than to ensure democratic representation. This growing understanding of participatory activities as learning platforms can be seen as a direct response to shifts in how natural resources management is framed, namely as uncertain, non-linear, and interlinked with the human dimensions. Social learning as it is discussed within the natural resources management (NRM) context features a process of collective and communicative learning that is thought to enable stakeholders to arrive at a shared understanding of a specific environmental situation and to develop new solutions as well as ways of acting together in... |
| Tipo: Peer-Reviewed Reports |
Palavras-chave: Participation; Social learning; Water framework directive. |
| Ano: 2012 |
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| Lee, Eunju; Civic Ecology Lab, Department of Natural Resources, Cornell University; el372@cornell.edu; Krasny, Marianne E.; Civic Ecology Lab, Department of Natural Resources, Cornell University; mek2@cornell.edu. |
| Recently, social learning has been recognized as a means to foster adaptation to changing conditions, and more broadly, social-ecological systems resilience. However, the discussion of social learning and social-ecological resilience in different cultural contexts is limited. In this study we introduce the Korean Village Groves Restoration Project (VGRP) through the lens of social learning, and discuss implications of the VGRP for resilience in villages impacted by industrialization and decline of traditional forest resources. We conducted open-ended interviews with VGRP leaders, government and NGO officials, and residents in four villages in South Korea, and found that villages responded to ecosystem change in ways that could be explained by the... |
| Tipo: Peer-Reviewed Reports |
Palavras-chave: Korean village groves; Multiple loop learning; Natural resource management; Social-ecological resilience; Social learning. |
| Ano: 2015 |
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| Fischer, A. Paige; School of Natural Resources and Environment, University of Michigan; apfisch@umich.edu. |
| Although people and organizations in the Great Lakes region, USA take seriously their role as stewards of natural resources, many lack capacity to fulfill that role in a meaningful way. Stepping into that gap, The Stewardship Network (TSN) envisions “a world of empowered, connected communities caring for land and water, now and forever,” and fulfills that vision through its mission to “connect, equip, and mobilize people and organizations to care for land and water in their communities.” TSN uses a scalable model of linked local and regional capacity building, science communication, civic engagement, and on-the-ground stewardship activities to achieve these goals. The model engages local and regional groups in an... |
| Tipo: Peer-Reviewed article |
Palavras-chave: Great Lakes; Restoration; Social learning; Stewardship. |
| Ano: 2015 |
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| Reed, Mark S; Aberdeen Centre for Environmental Sustainability, Centre for Sustainable International Development, and Centre for Planning and Environmental Management, School of Geosciences, University of Aberdeen; m.reed@abdn.ac.uk; Evely, Anna C; Aberdeen Centre for Environmental Sustainability, University of Aberdeen; School of Geography and Geosciences, University of St. Andrews; anna_evely@abdn.ac.uk; Cundill, Georgina; Centro de Estudios Avanzados en Zonas, Aridas (CEAZA); georgina.cundill@gmail.com; Fazey, Ioan; School of Geography and Geosciences, University of St. Andrews; ioan.fazey@st-andrews.ac.uk; Glass, Jayne; Centre for Mountain Studies, Perth College; UHI Millenium Institute; jayne.glass@perth.uhi.ac.uk; Laing, Adele; Norah Fry Research Centre, University of Bristol; adelelaing@hotmail.com; Newig, Jens; Institute for Environmental & Sustainability Communication, Leuphana University; newig@uni.leuphana.de; Parrish, Brad; Sustainability Research Institute, School of Earth & Environment, University of Leeds; b.parrish@see.leeds.ac.uk; Prell, Christina; Department of Sociology, University of Sheffield; c.prell@sheffield.ac.uk; Raymond, Chris; Centre for Rural Health and Community Development, University of South Australia; chris.raymond@enviroconnect.com.au; Stringer, Lindsay C; Sustainability Research Institute, School of Earth & Environment, University of Leeds; l.stringer@leeds.ac.uk. |
| Social learning is increasingly becoming a normative goal in natural resource management and policy. However, there remains little consensus over its meaning or theoretical basis. There are still considerable differences in understanding of the concept in the literature, including a number of articles published in Ecology & Society. Social learning is often conflated with other concepts such as participation and proenvironmental behavior, and there is often little distinction made between individual and wider social learning. Many unsubstantiated claims for social learning exist, and there is frequently confusion between the concept itself and its potential outcomes. This lack of conceptual clarity has limited our capacity to assess whether social... |
| Tipo: Peer-Reviewed Response |
Palavras-chave: Definition; Social-ecological systems; Social learning. |
| Ano: 2010 |
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| Abidi-Habib, Mehjabeen; Government College University Lahore; mamie@wol.net.pk; Lawrence, Anna; Oxford University; anna.lawrence@eci.ox.ac.uk. |
| The Shimshal Nature Trust is an indigenous institution rooted in a thriving and dynamic culture that links the local ecology and society. It has deployed identity, traditional knowledge, science, and institutional innovation to adapt to outside challenges without destroying local commons management. This paper reviews scholarly debate on natural resource management and uses resilience theory to examine this complex adaptive system. Two disturbances to Shimshal resilience prompted by a national park and a new road are traced. Shimshali responses include social processes of learning, knowledge systems, and renewal. Ways in which adaptive renewal cycles involve Revolt, a short, fast reaction, and Remember, a larger, slower cascade, are put in perspective.... |
| Tipo: Peer-Reviewed article |
Palavras-chave: Pakistan; Indigenous institution; Local commons management; Ecological resilience; Complex adaptive systems; Social learning; Renewal; National park; New road; Community participation. |
| Ano: 2007 |
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| de Vente, Joris; Spanish National Research Council (CEBAS-CSIC); joris@cebas.csic.es; Reed, Mark S.; Institute for Agri-Food Research and Innovation and Centre for Rural Economy, School of Agriculture, Food and Rural Development, Newcastle University; mark.reed@newcastle.ac.uk; Stringer, Lindsay C.; Sustainability Research Institute, School of Earth and Environment, University of Leeds; l.stringer@leeds.ac.uk; Valente, Sandra; Centre for Environmental and Marine Studies (CESAM), Department of Environment and Planning, University of Aveiro; sandra.valente@ua.pt. |
| Although the design of participatory processes to manage social-ecological systems needs to be adapted to local contexts, it is unclear which elements of process design might be universal. We use empirical evidence to analyze the extent to which context and process design can enable or impede stakeholder participation and facilitate beneficial environmental and social outcomes. To explore the role of design and minor variations in local context on the outcomes of participatory processes, we interviewed participants and facilitators from 11 case studies in which different process designs were used to select sustainable land management options in Spain and Portugal. We analyzed interview data using quantitative and qualitative approaches. Results showed that... |
| Tipo: Peer-Reviewed Reports |
Palavras-chave: Drylands; Environmental management; Land degradation; Social learning; Stakeholder engagement; Sustainable land management. |
| Ano: 2016 |
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| Fernandez-Gimenez, Maria E.; Colorado State University; gimenez@warnercnr.colostate.edu; Ballard, Heidi L.; University of California - Davis; hballard@ucdavis.edu; Sturtevant, Victoria E.; Southern Oregon University; sturtevant@sou.edu. |
| Collaborative and community-based monitoring are becoming more frequent, yet few studies have examined the process and outcomes of these monitoring approaches. We studied 18 collaborative or community-based ecological assessment or monitoring projects undertaken by five community-based forestry organizations (CBFs), to investigate the objectives, process, and outcomes of collaborative ecological monitoring by CBF organizations. We found that collaborative monitoring can lead to shared ecological understanding among diverse participants, build trust internally and credibility externally, foster social learning and community-building, and advance adaptive management. The CBFs experienced challenges in recruiting and sustaining community participation in... |
| Tipo: Peer-Reviewed Reports |
Palavras-chave: Adaptive management; Collaborative monitoring; Multiparty monitoring; Community-based monitoring; Resilience; Social-ecological systems; Social learning. |
| Ano: 2008 |
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| von Korff, Yorck; Lisode; Cemagref / Irstea UMR G-EAU; yorck.von-korff@lisode.com; Daniell, Katherine A; The Australian National University; Cemagref / Irstea UMR G-EAU; k.a.daniell@gmail.com; Moellenkamp, Sabine; University of Osnabrueck; sabine.moellenkamp@gmx.de; Bots, Pieter; Delft University of Technology; p.w.g.bots@tudelft.nl; Bijlsma, Rianne M; University of Twente; Deltares; r.m.bredenhoff@gmail.com. |
| Many current water planning and management problems are riddled with high levels of complexity, uncertainty, and conflict, so-called “messes” or “wicked problems.” The realization that there is a need to consider a wide variety of values, knowledge, and perspectives in a collaborative decision making process has led to a multitude of new methods and processes being proposed to aid water planning and management, which include participatory forms of modeling, planning, and decision aiding processes. However, despite extensive scientific discussions, scholars have largely been unable to provide satisfactory responses to two pivotal questions: (1) What are the benefits of using participatory approaches?; (2) How exactly... |
| Tipo: Peer-Reviewed article |
Palavras-chave: Adaptive management; Collaborative decision making; Evaluation; Interactive planning; Participatory modeling; Participatory research; Process design; Public participation; Social learning; Stakeholder participation; Water resources management. |
| Ano: 2012 |
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| Selman, Paul; Department of Landscape, University of Sheffield; p.selman@shef.ac.uk; Carter, Claudia; Alice Holt, Forest Research; claudia.carter@forestry.gsi.gov.uk; Lawrence, Anna; Alice Holt, Forest Research; anna.lawrence@forestry.gsi.gov.uk; Morgan, Clare; Kellogg College, University of Oxford; clare.morgan@kellogg.ox.ac.uk. |
| Imaginative engagement as a mode of citizen participation—the use of arts-based methods to involve people actively in shared learning experiences—holds promise as a means to increase awareness and understanding, and to build capacity, for sustainable use and management of rivers. We conducted a series of creative writing workshops in a former industrial area of northern England that were focused on a "recovering" river. Participants in the workshops found the process a positive experience and reported changes in their knowledge, attitudes, and actions about the use and management of river environments locally and more generally. The "catchment consciousness" of members appeared to increase, and their raised levels of interest led them... |
| Tipo: Peer-Reviewed Reports |
Palavras-chave: Imaginative engagement; Participatory methods; River management; Social learning; Water catchment consciousness. |
| Ano: 2010 |
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| Menzel, Susanne; Swiss Federal Institute for Forest, Snow and Landscape Research, Economics and Social Sciences; susanne.menzel@wsl.ch; Buchecker, Matthias; Swiss Federal Institute for Forest, Snow and Landscape Research, Economics and Social Sciences; matthias.buchecker@wsl.ch. |
| The need for social-ecological systems to become more adaptive is widely acknowledged. Social effects generated by participatory planning have been claimed to contribute to this transformation, but little empirical evidence is available that backs up or opposes this notion. We aimed to offer some insights regarding questions as to which social effects are formed in participatory planning processes and at what costs, and to then discuss their contribution to the transformation toward more adaptive social-ecological systems based on empirical evidence. Consequently, we investigated the social effects of participatory planning processes, including the social learning processes leading to them. We conducted semistructured interviews with members of advisory... |
| Tipo: Peer-Reviewed Reports |
Palavras-chave: Comanagement; Participatory planning; Planning costs; Qualitative research; Social capital; Social learning; Time requirements. |
| Ano: 2013 |
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| Moellenkamp, Sabine; University of Osnabrueck, Institute of Environmental Systems Research; sabine.moellenkamp@usf.uni-osnabrueck.de; Lamers, Machiel; International Centre for Integrated assessment and Sustainable development (ICIS) - Maastricht University; machiel.lamers@icis.unimaas.nl; Huesmann, Christian; University of Osnabrueck, Institute of Environmental Systems Research; christian.huesmann@gmx.de; Rotter, Sophie; Seecon Deutschland GmbH; sophie.rotter@seecon.org; Pahl-Wostl, Claudia; University of Osnabrueck, Institute of Environmental Systems Research; pahl@usf.uni-osnabrueck.de; Speil, Karina; Seecon Deutschland GmbH; karina.speil@gmx.de; Pohl, Wiebke; University of Osnabrueck, Institute of Environmental Systems Research; wiebkepohl@googlemail.com. |
| New regulatory water management requirements on an international level increasingly challenge the capacity of regional water managers to adapt. Stakeholder participation can contribute to dealing with these challenges because it facilitates the incorporation of various forms of knowledge and interests into policy-making and decision-making processes. Also, by providing space for informal multi-stakeholder platforms, management experiments can be established more easily in rigid regulatory settings, allowing for social learning to take place. Stakeholder participation is currently stipulated by several legal provisions, such as the Water Framework Directive, which plays an increasingly important role in European water management. Drawing on recent... |
| Tipo: Peer-Reviewed Synthesis |
Palavras-chave: Adaptive water management; Co-design; Informal participatory platforms; Social learning; Stakeholder participation. |
| Ano: 2010 |
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| Registros recuperados: 49 | |
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