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| Registros recuperados: 49 | |
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| Beers, Pieter J.; Dutch Research Institute for Transitions, Erasmus University Rotterdam; Knowledge, Technology & Innovation, Wageningen University; beers@drift.eur.nl; Mierlo, Barbara van; Knowledge, Technology & Innovation, Wageningen University; barbara.vanmierlo@wur.nl; Hoes, Anne-Charlotte; Knowledge, Technology & Innovation, Wageningen University; LEI Wageningen UR; anne-charlotte.hoes@wur.nl. |
| Sustainability transitions go hand in hand with learning. Theories in the realm of sustainability sciences mostly concentrate on diversity and learning outcomes, whereas theories from the educational sciences mostly focus on learning as an interactive process. In this contribution, we aim to benefit from an integration of these perspectives in order to better understand how different interaction patterns contribute to learning. We studied STAP, an innovation initiative of Dutch greenhouse growers. The Dutch greenhouse sector is predominantly focused on production and efficiency, which causes problems for its future viability. STAP aimed to make the sector more market-oriented while at the same time increasing its societal acceptability (societally... |
| Tipo: Peer-Reviewed Reports |
Palavras-chave: Greenhouse growers; Innovation; Interaction patterns; Social learning; Sustainability transitions. |
| Ano: 2016 |
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| Monroe, Martha C.; School of Forest Resources and Conservation, University of Florida; mcmonroe@ufl.edu; Plate, Richard; School of Forest Resources and Conservation, University of Florida; richarp33@gmail.com; Oxarart, Annie; School of Forest Resources and Conservation, University of Florida; oxarart@ufl.edu. |
| Efforts to implement collaborative adaptive management (CAM) often suffer from challenges, such as an unwillingness of managers to share power, unresolved conflicts between stakeholders, and lack of capacity among stakeholders. Some aspects considered essential to CAM, e.g., trust and stakeholder capacity, may be more usefully viewed as goals for intermediate strategies rather than a set of initial conditions. From this perspective, intermediate steps that focus on social learning and building experience could overcome commonly cited barriers to CAM. An exploration of Springs Basin Working Groups, organized around major clusters of freshwater springs in north Florida, provides a case study of how these intermediate steps enable participants to become more... |
| Tipo: Peer-Reviewed Reports |
Palavras-chave: Collaborative adaptive management; Florida USA; Public participation; Reasonable Person Model; Social learning; Stakeholder capacity. |
| Ano: 2013 |
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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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| 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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| Hoverman, Suzanne; University of Queensland, Brisbane, Queensland; suzannehoverman@optusnet.com.au; Ross, Helen; University of Queensland, Brisbane, Queensland; Helen.Ross@uq.edu.au; Chan, Terence; Water Studies Centre, Monash University, Victoria; terence.chan@sci.monash.edu.au; Powell, Bronwyn; International WaterCentre Brisbane, Queensland; b.powell@watercentre.org. |
| Tipo: Peer-Reviewed Reports |
Palavras-chave: Catchment risk assessment; Collective social action; Deliberative democratic theory; Developing countries; Integrated Water Resources Management IWRM; Knowledge systems; Social learning; Solomon Islands; Pacific Islands. |
| Ano: 2011 |
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| Rodela, Romina; Wageningen University and Research Centre; romina.rodela@wur.nl. |
| A review is presented of research contributions that use social learning in research on natural resource management. The review is based on an extensive survey of peer-reviewed journal articles appraised against the following selected analytical items: (1) characterizing features, (2) level of analysis, and (3) operational measures. Together, these allowed for an assessment of underlying assumptions and emerging themes. The findings suggest that, within natural resource management literature, three research approaches to social learning have been developed, each with its own assumptions about the learning process, learning outcomes, and operational practices. Hence, we find that a group of publications showed an interest for participants' learning... |
| Tipo: Peer-Reviewed Reports |
Palavras-chave: Bibliography; Natural resource management; Social learning; Sustainability; Systematic review. |
| Ano: 2011 |
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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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| Sayer, Jeffrey A; WWF (World Wildlife Fund); jsayer@wwfint.org; Campbell, Bruce; Center for International Forestry Research (CIFOR); b.campbell@cgiar.org. |
| To meet the challenges of poverty and environmental sustainability, a different kind of research will be needed. This research will need to embrace the complexity of these systems by redirecting the objectives of research toward enhancing adaptive capacity, by incorporating more participatory approaches, by embracing key principles such as multi-scale analysis and intervention, and by the use of a variety of tools (e.g., systems analysis, information management tools, and impact assessment tools). Integration will be the key concept in the new approach; integration across scales, components, stakeholders, and disciplines. Integrated approaches, as described in this Special Feature, will require changes in the culture and organization of research. |
| Tipo: Peer-Reviewed Reports |
Palavras-chave: Adaptive capacity; Decision making; Impact assessment; Integration; Scale; Social learning; Systems modeling.. |
| Ano: 2002 |
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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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| 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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| Johnson, Kris A; Institute on the Environment, University of Minnesota; krisj@umn.edu; Dana, Genya; Dana & Sharpe Risk Associates; gvdana@gmail.com; Jordan, Nicholas R; Agronomy & Plant Genetics, University of Minnesota; jorda020@umn.edu; Draeger, Kathy J; Regional Sustainable Development Partnerships, University of Minnesota; draeg001@umn.edu; Kapuscinski, Anne; Environmental Studies, Dartmouth College; anne.kapuscinski@dartmouth.edu; Schmitt Olabisi, Laura K; Department of Community, Agriculture, Recreation, and Resource Studies, Michigan State University; schmi420@anr.msu.edu; Reich, Peter B; Department of Forest Resources, University of Minnesota; preich@umn.edu. |
| Tipo: Peer-Reviewed Reports |
Palavras-chave: Adaptive capacity; Collaborative action; Participatory scenarios; Social-ecological challenges; Social learning; Sustainable development. |
| Ano: 2012 |
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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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| Registros recuperados: 49 | |
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