Co-production of risk knowledge and improvement of risk communication: A three-legged stool

Berkes

Fernández‐Llamazares

et al. 2021

DPM

Self Cite

PurposeThe plethora of contributions to social learning has resulted in a wide range of interpretations, meanings and applications of social learning, both within and across disciplines. However, advancing the concept and using social learning methods and tools in areas like disaster-shocks requires interdisciplinary consolidation of understandings. In this context, the primary focus of this paper is on the contributions of social learning to disaster risk reduction (DRR).Design/methodology/approachBy applying a three-round policy Delphi process involving 18 purposefully selected scholars and expert-practitioners, the authors collected data on the meanings of social learning for two groups of professionals, DRR and social-ecological resilience. The survey instruments included questions relating to the identification of the core elements of social learning and the prospects for enhancing social-ecological resilience.FindingsThe results revealed strong agreement that (1) the core elements of social learning indicate a collective, iterative and collaborative process that involves sharing/networking, changes in attitudes and knowledge and inclusivity; (2) social learning from disasters is unique; and (3) linkages between disciplines can be built by promoting interdisciplinarity, networks and knowledge platforms; collaboration and coordination at all levels; and teaching and practicing trust and respect. Social learning is useful in preparing for and responding to specific disaster events through communication; sharing experience, ideas and resources; creating synergies for collective action and promoting resilience.Research limitations/implicationsThe policy Delphi process involved a limited number of participants to control the quality of the data. To the best of the authors’ knowledge, this paper is the first of its kind to identify the core elements of social learning, specifically, in the disaster-shock context. It also makes significant contributions to the interdisciplinary integration issues.Practical implicationsThe practical implications of this study are related to pre-disaster planning and mitigation through the application of social learning on disaster-shocks.Social implicationsThe social implications of this study are related to valuing social learning for the improvement of disaster planning, management, and policy formulation and implementation in reducing disaster risks.Originality/valueThe study provides a consensus view on the core elements of social learning and its role in DRR and resilience building. Relevant to all stages of DRR, social learning is best characterized as a collective, iterative and collaborative process. It can be promoted by enhancing networking and interdisciplinarity.

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Social learning for enhancing social-ecological resilience to disaster-shocks: a policy Delphi approach

Berkes

Fernández‐Llamazares

et al. 2021

DPM

Self Cite

“…Despite the availability of voluminous literature on social memory of disasters (e.g. Berkes and Folke, 2002; Lejano et al. , 2021), limited attention has hitherto been paid to understanding of how such multi-featured flood memories often shape measures for coping and adaptation to flood-risks as well as for enhancing community resilience to disaster-shocks.…”

Section: Conceptual Considerations – a Social Learning From Disasters...mentioning

confidence: 99%

“…The psycho-social foundation of flood memory recurrently led the study communities to strengthen their worldview of living and adapting to recurrent flash floods in the region. Notably, flood memory and its affect upon attitude and behavior do not always follow a linear path, rather the process involves a nested set of socioeconomic and sociocultural factors (Cook, 2021; McKinnon, 2019; Lejano et al. , 2021).…”

Section: Findings and Analysismentioning

confidence: 99%

Social learning, innovative adaptation and community resilience to disasters: the case of flash floods in Bangladesh

Azad

Choudhury

2022

DPM

Self Cite

PurposeExisting literature on how social learning stemming from flood experience influences management and adaptation to flood-risks, and resilience-building is scant. In this context, the purpose of this study is to map the processes and examine the application of social learning in formulating coping measures and adaptation strategies in Bangladesh's wetland communities.Design/methodology/approachTo bridge this research gap, conceptually, we formulated the Social Learning from Disasters (SLD) Framework to explain the process of social learning from flood experience and the mechanism of its influence on community resilience. Applying a qualitative research approach, the empirical investigation was carried out in the Fenarbak Union of Sunamganj District, Bangladesh. Using a participatory approach and qualitative techniques, the required primary data were procured.FindingsThe results of the study yielded three key findings: (1) social learning and memory have often enabled wetland communities to adopt diverse coping and adaptive measures in response to flash floods; (2) social learning-based actions have resulted in reduced flood-risk and enhanced community resilience to flash floods, especially when these actions were supported by both local and external innovations and (3) the aforementioned social learning stemmed primarily from first-hand experience of flash floods, which was shared via various collective learning platforms.Research limitations/implicationsThe study followed a participatory methodology and the data were procured from two communities in the union level unit of Bangladesh. Therefore, generalization to apply to the larger context should be made with caution. Also, the study represents a cross-sectional study, and thus understanding of the long-term trend is not possible.Practical implicationsThe findings of the study have direct and profound implications for local community-level disaster-risk planning. As there are serious deficiencies in documenting and preserving social learning for community resilience and development planning, this study offers a conceptual framework, along with empirical evidence, for transforming these lessons learned into practical actions for change.Social implicationsThe findings of the study highlight the importance of social learning as a collective effort and provide empirical evidence of innovative adaptations to change. These results are critical to formulating societal strategies for disaster-risk management as well as to enhance community resilience.Originality/valueLimited efforts have hitherto been made to determine (1) how the actual process of social learning from disaster shocks takes place, and (2) how innovative adaptation strategies lead vulnerable communities to take up social learning-based actions. Our research attempts to fill these knowledge gaps by providing an evidence-based account of community resilience-building responses to flash flood disasters.

Transmission of knowledge and social learning for disaster risk reduction and building resilience: A Delphi study

Ross

Sustainable Development

Berkes

2023

Self Cite

The UN Sendai Framework recognized the need for making our communities safer and more resilient to disasters by shifting policy goals from “managing disasters” to disaster risk reduction (DRR) and building resilience. For DRR and building community resilience to disaster shocks, this study posits that social learning, a process of mutual development and sharing knowledge through iterative reflections on experience, is key to changing the conventional linear logic‐based, reactive framework into one based on learning‐by‐doing (adaptive management). Toward this end, a three‐round Policy Delphi process was pursued with a combination of 18 international DRR and SES (social–ecological systems) resilience scholars, practitioners, and public officials. Weak policy frameworks; operational, cultural and educational/training silos; and domination of technical knowledge were identified as major challenges in knowledge and learning transmission. Balancing technical knowledge with social science, and working toward transdisciplinary approaches and transformative practices should, therefore, be nurtured.