Learning effects of interactive decision-making processes for climate change adaptation |
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| Institution: | 1. Environmental Sustainability Research Centre, Brock University, St. Catharines, Ontario, Canada L2S 3A1;2. Stockholm Resilience Centre, University of Stockholm, Sweden;3. Institute for Environmental Studies (IVM), VU University Amsterdam, The Netherlands;4. School of Sciences, Netherlands Open University, The Netherlands;1. Conservation Research Institute, Department of Geography, University of Cambridge, Cambridge CB2 3QZ, UK;2. Conservation Research Institute, Department of Plant Sciences, University of Cambridge, Cambridge CB2 3QZ, UK;3. Productive and Resilient Farms, Forest, and Landscapes, The Alliance of Bioversity International and CIAT, Parc Scientifique Agropolis II, 1990 Boulevard de La Lironde, 34397 Montpellier, France;4. The Nature Conservancy, 201 Mission Street, 4th Floor, San Francisco, CA 94105, USA;5. Monteverde Institute, Apdo 69-5655, Monteverde, Puntarenas, Costa Rica;6. Global Programmes, Rainforest Alliance, 125 Broad Street, 9th Floor, New York, NY 10004, USA;7. Department of Natural Resources, Fernow Hall, Cornell University, Ithaca, NY 14853, USA;8. Sustainable Landscapes and Livelihoods, Centre for International Forestry Research, Situ Gede, Sindang Barang, Bogor (Barat) 16115, Indonesia;9. Farming Systems Ecology Group, Plant Sciences, Wageningen University and Research, 6700 AK Wageningen, The Netherlands;1. Department of Geography, University of Victoria, PO Box 3060 STN CSC, Victoria, BC V8W 3R4, Canada;2. Environmental Sustainability Research Centre, Brock University, St. Catharines, Ontario, Canada;3. Stockholm Resilience Centre, University of Stockholm, Stockholm, Sweden;4. POLIS Water Sustainability Project, University of Victoria, Victoria, BC, Canada;1. Laboratory of Geo-Information Science & Remote Sensing, Wageningen University, PO Box 47, 6700 AA Wageningen, The Netherlands;2. Knowledge Technology and Innovation Group, Wageningen University, PO Box 47, 6700 AA Wageningen, The Netherlands;1. Delft University of Technology, Jaffalaan 5, 2628 BX Delft, the Netherlands;2. KTH Royal Institute of Technology, Halsovagen 11C, Huddinge, Stockholm, Sweden;1. Public Administration and Policy group, Wageningen University, Hollandseweg 1, 6706 KN Wageningen, The Netherlands;2. School of Geography, Earth and Environmental Sciences, University of Birmingham, Edgbaston, Birmingham B15 2TT, United Kingdom |
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| Abstract: | Learning is gaining attention in relation to governance processes for contemporary environmental challenges; however, scholarship at the nexus of learning and environmental governance lacks clarity and understanding about how to define and measure learning, and the linkages between learning, social interactions, and environment. In response, this study aimed to advance and operationalize a typology of learning in an environmental governance context, and examined if a participatory decision-making process (adaptive co-management) for climate change adaptation fostered learning. Three types of learning were identified: cognitive learning, related to the acquisition of new or the structuring of existing knowledge; normative learning, which concerns a shift in viewpoints, values or paradigms, and relational learning, referring to an improved understanding of others’ mindsets, enhanced trust and ability to cooperate. A robust mixed methods approach with a focus on quantitative measures including concept map analysis, social network analysis, and self-reflective questions, was designed to gauge indicators for each learning type. A participatory decision-making process for climate change adaptation was initiated with stakeholders in the Niagara region, Canada. A pseudo-control group was used to minimize external contextual influences on results. Clear empirical evidence of cognitive and relational learning was gained; however, the results from normative learning measures were inconclusive. The learning typology and measurement method operationalized in this research advances previous treatments of learning in relation to participatory decision-making processes, and supports adaptive co-management as a governance strategy that fosters learning and adaptive capacity. |
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| Keywords: | Learning Adaptive co-management Climate change adaptation Adaptive capacity Environmental governance |
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