Social learning and innovation. Ice fishing communities on Lake Mille Lacs

Assche, Kristof Van; Beunen, Raoul; Holm, Jeff; Lo, Ming Chien

doi:10.1016/j.landusepol.2013.03.009

Cited by 26 publications

(24 citation statements)

References 59 publications

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“…the collaboration between people who privilege different forms of knowledge or ways of knowing" ( [37], p. 36). In addition, social learning is seen as a process that results in a collective change in understanding or a change in understanding amongst involved individuals that becomes situated in wider communities [19]; these, however, do not necessarily lead to the intended outcomes, e.g., more sustainable use of resources [38]. Consequently, these learning processes are regarded as heterogeneous and dynamic, and many authors emphasize the inevitable role of dialogue and negotiation in these contexts [39].…”

Section: Theory: Knowledge Learning and Trust Dynamicsmentioning

confidence: 99%

Where There Is No History: How to Create Trust and Connection in Learning for Transformation in Water Governance

Vries

Bommel

Blackmore

et al. 2017

Water

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Trust is often seen as an important element in settings of knowledge sharing and the co-creation of knowledge for dealing with transformations in water governance. However, seemingly similar conversations during a co-creation workshop in Uppsala resulted in both trust and distrust, and thereby influenced consequent possibilities for the co-creation of knowledge. Therefore, this article focuses on how trust influences knowledge sharing and how knowledge sharing influences trust. We use a case study approach to analyze the Uppsala co-creation workshop-part of the Climate Change Adaptation and Water Governance (CADWAGO) project-by comparing 25 conversations, making use of theories on swift trust and trust dynamics. We found four different conversation patterns (1) sending; (2) defending; (3) misunderstanding; and (4) connecting. The first three patterns influenced trust negatively and did not lead to knowledge sharing, whereas pattern four showed trust development and co-creation of knowledge. From our comparative analyses, we conclude that trust starts to emerge when there is mutual openness and empathy visible in turn-taking patterns. More specifically, trust emerges when communication styles allow for recognition and exploring underlying needs and wishes, resulting in a more dynamic dialogue, further trust development, and connection between actors. Our list of conversation patterns is provisional but we argue that understanding how different kinds of interactions can lead to trust or distrust is crucial to understanding why and how learning takes place-insights that are essential for fostering learning and transformations in water governance.

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Section: Theory: Knowledge Learning and Trust Dynamicsmentioning

confidence: 99%

Where There Is No History: How to Create Trust and Connection in Learning for Transformation in Water Governance

Vries

Bommel

Blackmore

et al. 2017

Water

View full text Add to dashboard Cite

show abstract

“…If this is the case, then civil society would need to mobilize itself in order to overcome the consequences of 'organized irresponsibility' and to stand up to the challenge of the reflexive handling of knowledge, social learning [47], and scientific expertise. This challenge can be operationalized by studying the dynamics of the public spending on health, education, and science, trends in contract research, the relationship between the share of population employed in agriculture, and the quality of scientific expertise (cf.…”

Section: Toward a Research Agendamentioning

confidence: 99%

The Rise of the Food Risk Society and the Changing Nature of the Technological Treadmill

et al. 2016

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Economic development of transition and developed countries is associated with increasingly unhealthy dietary habits among low-income population segments. Drawing on Ulrich Beck's sociological theory of risk society, the present research note calls attention to the positive relation between national economic development and food risks that result in the rise of food-related diseases and healthcare costs. On this basis, we argue that the knowledge-intensive agribusiness may translate Cochrane's technological treadmill into Beck's risk treadmill that shifts a growing share of food-related healthcare costs from producers toward consumers, state, and the healthcare system. This argument motivates a novel research program dealing with the "food risk treadmill" that emerges in response to modern farming and agribusiness practices. Awareness of the food risk treadmill may help to streamline the development of agricultural science and to prevent it from being excessively dominated by the agricultural and food industry.

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“…Many authors have identified trust as a facilitating factor to share knowledge and experience (Sol et al, 2013). Others mention the importance of common goals to allow for collective learning (Van Assche et al, 2013). However, none talk about the creation of trust or the elaboration of common goals as a process that needs better understanding.…”

Section: From Organisational Learning To Governance Learningmentioning

confidence: 99%