Social learning: an alternative policy instrument for managing in the context of Europe's water

Blackmore, Chris; Ison, Ray; Jiggins, Janice

doi:10.1016/j.envsci.2007.04.003

Cited by 105 publications

(64 citation statements)

References 11 publications

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“…The La Rasgioni event gave institutional representatives the chance to understand what kind of improvements are needed to support systemic and adaptive water governance, the entrepreneurs to be listened to by institutions, and researchers to facilitate this dialogue and collect more comprehensive data. Ultimately, the process helped all participants to understand that there are different normative systems and institutions besides the formal national and supranational ones [74][75][76]. These systems, developed at the local level, do not necessarily consist of written norms; however, stakeholders might consider them reliable instruments that help them to deal with existing conflicts of interest.…”

Section: Discussionmentioning

confidence: 99%

Re-Staging La Rasgioni: Lessons Learned from Transforming a Traditional Form of Conflict Resolution to Engage Stakeholders in Agricultural Water Governance

Ruiu

Maurizi

Sassu

et al. 2017

Water

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This paper presents an informal process inspired by a public practice of conflict mediation used until a few decades ago in Gallura (NE Sardinia, Italy), named La Rasgioni (The Reason). The aim is twofold: (i) to introduce an innovative method that translates the complexity of water-related conflicts into a "dialogical tool", aimed at enhancing social learning by adopting theatrical techniques; and (ii) to report the outcomes that emerged from the application of this method in Arborea, the main dairy cattle district and the only nitrate-vulnerable zone in Sardinia, to mediate contrasting positions between local entrepreneurs and representatives of the relevant institutions. We discuss our results in the light of four pillars, adopted as research lenses in the International research Project CADWAGO (Climate Change Adaptation and Water Governance), which consider the specific "social-ecological" components of the Arborea system, climate change adaptability in water governance institutions and organizations, systemic governance (relational) practices, and governance learning. The combination of the four CADWAGO pillars and La Rasgioni created an innovative dialogical space that enabled stakeholders and researchers to collectively identify barriers and opportunities for effective governance practices. Potential wider implications and applications of La Rasgioni process are also discussed in the paper.

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Section: Discussionmentioning

confidence: 99%

Re-Staging La Rasgioni: Lessons Learned from Transforming a Traditional Form of Conflict Resolution to Engage Stakeholders in Agricultural Water Governance

Ruiu

Maurizi

Sassu

et al. 2017

Water

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“…Applying practice theory enables us to explore how practices that incorporate environmental learning, rather than EE programs more narrowly, change in response to disturbances such as those related to climate change. In our definition of EE practices, we draw on the social learning literature in the context of environmental management, which suggests that in addition to programs officially designated as EE, environmental learning occurs among those engaged in resource management practices (Blackmore, Ison, & Jiggins, 2007) and that this embedded learning is one form of EE (Krasny, Tidball, & Sriskandarah, 2009). Thus, in identifying our study sample, we defined EE broadly as encompassing both structured EE programs taking place in parks, nature centers, schools, and summer youth programs, as well as learning embedded in activities such as hands-on stewardship (e.g., community gardening, oyster restoration), recreation and demonstrations (e.g., bike rides with an educational theme), and community engagement in disaster planning and response (cf.…”

Section: Methodology and Methodsmentioning

confidence: 99%

Educating with resilience in mind: Addressing climate change in post-Sandy New York City

DuBois

Krasny

2016

The Journal of Environmental Education

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How educators adapt their programs following a climate related disturbance can provide insights into potential climate education practices. Therefore, we used semi-structured interviews to explore changes in environmental education practice in NYC following Hurricane Sandy. Educators adopted new language to reflect funding opportunities and incorporated new practices and collaborations, including those focused on resilience. Educators' resilience practices reflected the psychological, community, ecological, and socialecological systems resilience academic literature. Overall practice changes appeared to be adaptive, although some educators reflected more deeply about transforming their practice. Our findings point to the need for further exchange among practitioners facing climate-related disturbance, and between practitioners and researchers, to facilitate co-production of EE practice innovations that address climate change.

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“…Sustainability for IRBM relies on environmental education Ison et al 2007;Ilbury 2010) based on a dialogue between policy-makers, scientists, stakeholders, and the public at large. As early as September 1965, a meeting of the International Union for Conservation of Nature (IUCN) Education Commission's North West Europe Committee called for "environmental education in schools, in higher education, and in training for the land-linked professions" (Palmer 2003).…”

Section: Environmental Education As Foundation For Sustainable Develomentioning

confidence: 99%

Riverine Ecosystem Management

Schmutz¹,

Sendzimir²

2018

126

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Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author (s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this book are included in the book's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the book's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paperThis Springer imprint is published by the registered company Springer International Publishing AG part of Springer Nature. The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Challenges in Riverine Ecosystem Management Jan Sendzimir and Stefan SchmutzThis book is dedicated to those interested in the natural and social sciences and elements of governance that will support the sustainable management of rivers and aquatic ecosystems. Since elements of nature and society interact to determine the integrity and trajectory of these systems, they are referred to hereafter as socialecological systems (SESs). This introduction opens the door to these topics in four steps. It begins by explaining why a book dedicated to river management and science is needed at this point. In the second part, it outlines the history of some of the major developments that challenge the integrity of SESs worldwide. In the third part, it describes several of the principal tools used to study as well as manage SES. Tools to measure the degree of degradation of an SES include indicators of biological integrity, ecosystem health, and resilience. Tools to assess and manage the trajectory of an SES include the DPSIR and adaptive management. The introduction closes by outlining the structure of the book through the progression of its chapters. Justification of BookRivers are among the most threatened ecosystems of the world. For more than a centur...

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Social learning: an alternative policy instrument for managing in the context of Europe's water

Cited by 105 publications

References 11 publications

Re-Staging La Rasgioni: Lessons Learned from Transforming a Traditional Form of Conflict Resolution to Engage Stakeholders in Agricultural Water Governance

Re-Staging La Rasgioni: Lessons Learned from Transforming a Traditional Form of Conflict Resolution to Engage Stakeholders in Agricultural Water Governance

Educating with resilience in mind: Addressing climate change in post-Sandy New York City

Riverine Ecosystem Management

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