The ongoing devolution of climate policy-making to sub-national levels has prompted growing interest in policy entrepreneurship by individuals who are politically and technically creative and institutionally resourceful. This paper investigates the case of the materials-management programme in the Oregon Department of Environmental Quality which has emerged as a national and international leader by focusing on the role of household consumption in greenhouse gas (GHG) emissions. Two noteworthy innovations involve the development of a consumption-based GHG emissions inventory and introduction of policies aimed at facilitating construction of small homes (so-called Accessory Dwelling Units, ADU). The case traces over several decades the higher order learning processes within the group and their entrepreneurship toward affecting broader changes in emission accounting and climate policies in Oregon. The paper identifies the enabling factors for these innovations, and considers: how to create the conditions for learning, experimentation, and policy entrepreneurship; how to reproduce these conditions in different locales; and how to recognize and foster innovations that arise outside the established mainstream ‘climate community’. It also stresses the benefits of breaking down the barriers between science-based analysis and policy. The two questions frequently raised in the climate policy debate – how to bring researchers and practitioners together to develop efficacious policies; and how to replicate successful programmes and policies across different communities, jurisdictions, and locations – should be re-examined. It may be more appropriate to ask instead: How to create conditions for learning, experimentation, and policy entrepreneurship; and how to reproduce these conditions in different locales.
Key policy insights
Using a consumption-based greenhouse gas emission inventory instead of a sector-based inventory radically changes climate policy priorities, shifting the emphasis from technological fixes to curbing household consumption.
Policy innovations thrive in teams that combine technical and scientific competencies with: a commitment to addressing societal problems; interest in inquiry, experimentation, and learning; entrepreneurship; and strategic and political savvy.
These qualities require breaking down artificial barriers between science and policy.
Transformative policy ideas can originate within institutional nodes that operate outside of an established community of expertise and authority; and these should be identified and fostered.
Regenerative agriculture, an alternative form of food and fiber production, concerns itself with enhancing and restoring resilient systems supported by functional ecosystem processes and healthy, organic soils capable of producing a full suite of ecosystem services, among them soil carbon sequestration and improved soil water retention. As such, climate change mitigation and adaptation are incidental to a larger enterprise that employs a systems approach to managing landscapes and communities. The transformative potential of regenerative agriculture has seen growing attention in the popular press, but few empirical studies have explored the processes by which farmers enter into, navigate, and, importantly, sustain the required paradigm shift in their approach to managing their properties, farm businesses, and personal lives. We draw on theories and insights associated with relational thinking to analyze the experiences of farmers in Australia who have undertaken and sustained transitions from conventional to regenerative agriculture. We present a conceptual framework of “zones of friction and traction” occurring in personal, practical, and political spheres of transformation that both challenge and facilitate the transition process. Our findings illustrate the ways in which deeply held values and emotions influence and interact with mental models, worldviews, and cultural norms as a result of regular monitoring; and how behavioral change is sustained through the establishment of self-amplifying positive feedbacks involving biophilic emotions, a sense of well-being, and an ever-expanding worldview. We conclude that transitioning to regenerative agriculture involves more than a suite of ‘climate-smart’ mitigation and adaptation practices supported by technical innovation, policy, education, and outreach. Rather, it involves subjective, nonmaterial factors associated with culture, values, ethics, identity, and emotion that operate at individual, household, and community scales and interact with regional, national and global processes. Findings have implications for strategies aimed at facilitating a large-scale transition to climate-smart regenerative agriculture. 相似文献
Small-scale farmers all over the world face a number of common biophysical and socio-economic challenges. In this paper we draw on data from a workshop held in the UK in 2005, to assess whether experiences in addressing these challenges, as gained in the global South, may be used to inform solutions to similar challenges in the UK. In doing so, we contribute to a growing body of literature that seeks to challenge predominantly North–South flows of knowledge and resources. We first identify specific common challenges faced by small-scale farmers in the global North and South. We then compare the different solutions used to address these problems, drawing on the first-hand experiences of the academics, small-scale farmers, NGO staff and policymakers who participated in the workshop. Next, we examine the transferability of solutions between locations, elucidating the conditions that support and hinder such transfers. Finally, we evaluate the potential for a workshop approach to act as a 'learning space', in which the sharing of experiences can foster learning for participants and lead to new, creative ways of thinking about the process-based challenges faced by small-scale farmers 相似文献
Abstract One of the primary missions of our university is to train future primary and secondary teachers. Geospatial sciences, including GIS, have long been excluded from teacher education curriculum. This article explains the curriculum revisions undertaken to increase the geospatial technology education of future teachers. A general education class introducing geospatial technology to the general student body has been developed, a cartography class has been modified to provide applied geospatial experience explicitly for future teachers, and a service learning partnership with local K–12 schools has been established where students are working with teachers to integrate geospatial sciences in their academic programs. 相似文献