No abstract

River modifications through hydropower dams and other infrastructure have far-reaching economic, ecological and social effects that are viewed in highly contrasting ways depending on underlying narratives. As part of a Euro-African research consortium funded by the European Commission we studied pathways for sustainable river basin management in the Omo-Turkana basins in Ethiopia and Kenya. Based on a literature review, stakeholder workshops, targeted interviews and considering our own positionality, we identified underlying narratives related to (a) economic transformation and modernization, (b) indigenous rights and (c) nature conservation, which were all connected through water, energy, food and ecosystems within a (d) landscape nexus. Yet, we also identified a (e) living museum narrative suggesting that international advocacy for indigenous rights and nature conservation is a means through which Western societies want to preserve African societies in an “undeveloped” state. National governments use this narrative to silence external critique, while the tourism industry promotes it to advertise visits to pastoralist tribes. This narrative reveals powerful, yet largely ignored hindrances for collaborative projects resulting from cultural and historical biases in Euro-African collaborations. Based on our analysis, we argue that international research projects in sustainability sciences need to increase the transparency of open and hidden narratives that influence research directions and power relationships between scientific partners, also those using mostly technically-driven approaches. We emphasize that African landscapes are not to be viewed as living museums, and collaborative research should be based on fairness, respect, care, and honesty to allow for multiple narratives that underlie research.

Social learning in natural resource management is considered important for addressing complex problems by supporting multi-stakeholder interactions in problem framing and co-construction of solutions. Despite the considerable progress in the social learning discourse, few scholars have empirically examined relational features in social learning interactions. Relational features such as trust and shared group identities are important for supporting engagement and interaction among actors. This study analyzed emergent social learning processes in transboundary river basin cooperation processes in the Zambezi basin. To do this, data was conducted through in-depth interviews with diverse actors, observations of participatory workshops, and review of documents on transboundary cooperation processes in the Zambezi basin. The study evaluated how trust and shared group identities shaped learning spaces (opportunities for interaction, deliberation and reframing) and in turn impacted transboundary river basin cooperation. The study found that trust and shared group identities had a crucial impact on learning spaces and in turn impacted transboundary river basin cooperation in the Zambezi basin. The results suggest that leveraging on trust and shared group identities can play a critical role in stimulating cooperation processes. However, it is not a guarantee for cooperation. This study highlights that structural-learning spaces such as institutions support the development of binding commitments and enduring shared practices. However, success of such institutionalization is strongly influenced by the prior development of trust and a shared social identity.