Using a social learning configuration to increase Vietnamese smallholder farmers’ adaptive capacity to respond to climate change

Phương, Lê Thị; Wals, A.E.J.; Sen, Lê Thị Hoa; Hoa, Nguyen Quoc; Lu, Phan Van; Biesbroek, Robbert

doi:10.1080/13549839.2018.1482859

Cited by 47 publications

(35 citation statements)

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“…Transformative social learning for sustainable development, which is focused on collective learning about how to reform policy-making to promote sustainability, is becoming increasingly important [38]. In the context of developing countries and climate, transformative social learning for sustainable development must consider how to ensure economic benefits or potential for livelihood income [39]; how to adapt or be resilient to environmental changes, particularly climate change [40,41]; how to be appropriate for local and state institutions and development policies [42]; and how to be suitable for the capacities of learners and meet their learning needs [43]. Although, in principle, a well-designed transformative social learning can be very useful for dynamic learning and increasing the capacity for the transformation of individuals and the community [44], it also shows that focusing on the learning configuration in the sustainable development context alone is not a sufficient response to climate change.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Although, in principle, a well-designed transformative social learning can be very useful for dynamic learning and increasing the capacity for the transformation of individuals and the community [44], it also shows that focusing on the learning configuration in the sustainable development context alone is not a sufficient response to climate change. This is critical as it provides individuals and the community with the support needed to improve their livelihood incomes; social, human and market conditions; and social and policy institutions [16,43,44]. Thus, in the developing countries, such as Vietnam, for transformative social learning for sustainable development to be effective, it is imperative to consider the interface between climate, social-economic conditions, market drivers and institutional and policy frameworks, as is creating a dialogical space to facilitate co-creation with different stakeholders in the learning process [26].…”

Section: Conceptual Frameworkmentioning

confidence: 99%

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Transformative Social Learning for Agricultural Sustainability and Climate Change Adaptation in the Vietnam Mekong Delta

Phương

Tuấn²,

Phuc

2019

Sustainability

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Climate change has seriously affected agriculture and many aspects of the life of local people in the Vietnam Mekong Delta (VMD). Learning to shift towards sustainable development to successfully adapt to climate change is essential. The VACB (V—garden/orchard; A—fishing farm; C—livestock farm; B—biogas) model is considered one of the best approaches and methods to adapt to climate change in the VMD. This paper aims to explore the transformative social learning and sustainable development associated with this model in terms of agricultural transformation for sustainability to climate change adaptation in the VMD. The mixed methods approach that guided the data collection included focus group discussions, in-depth interviews with key informants and household surveys. Our findings show that there are three learning processes associated with transformative social learning linked to the VACB model: instrumental, communicative and emancipatory learning. Farmers reported increased knowledge and improved relationships and efficiency when applying the VACB model using several learning channels, both formal and informal. Farmers highlighted six factors that influenced transformative social learning during the adoption and development of the VACB model and several barriers to implementing adaptation strategies to climate change in an attempt to upscale the VACB model.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

Transformative Social Learning for Agricultural Sustainability and Climate Change Adaptation in the Vietnam Mekong Delta

Phương

Tuấn²,

Phuc

2019

Sustainability

Self Cite

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“…A utilização da AS para aumentar a capacidade "adaptativa" de um grupo social que envolve múltiplos atores é corroborada em outros estudos, indicando que processos de AS podem levar a muitos benefícios compartilhados. Destacam-se: corresponsabilização pelo problema, aumento do conhecimentos sobre as questões envolvidas, aprimoramento da capacidade de reconhecer conexões e interdependências nos sistemas, melhores relações entre atores, e coesão social, e aumento da consciência acerca da multiplicidade de perspectivas existentes para se lidar com as questões socioambientais (PHUONG et al, 2018). Assim, é possível pensar essas práticas como de benefícios compartilhados entre os atores.…”

Section: -Análises E Discussões Integradasunclassified

“…Figura 27 -Fases para a implantação de um processo de Aprendizagem Social segundo Phuong et al (2018) Fonte: elaborada pelo autor.…”

Section: -Análises E Discussões Integradasunclassified

Habitantes das águas em descompasso: processos de aprendizagem social desencadeados por situação de desastre

Neto¹

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Ao meu orientador, Pedro, por ser um horizonte profissional e humano. Agradeço as portas abertas e toda dedicação na orientação. Ao meu pai, Diogenes, e à minha mãe, Janete, pela presença constante e amor incessante. Por oferecerem base a todo o meu ser. Pelos estímulos reiterados aos estudos e ao trabalho. À minha irmã, Élide, e meu cunhado, César, pelo companheirismo e amizade que acalentam a alma. À Moema, por ser a única pessoa que me deixa sem palavras. Pelo amor nativo de todas as terras. Pelo companheirismo e incentivo. Pelo calor e perfume. Por fazer de meu caminhar, passos de dançaun pas de deux. Quando a gente ama é assim. À minha sogra, Margaret, pela sabedoria e exemplo de vida. Pelas prazerosas longas horas de conversa em nossos apéros. À Valéria Vasconcelos, pelo grande amor, e por ser alguém que sempre faz lembrar que os caminhos são também pontos de chegada. À Dulce Whitaker, cuja luz carrego sempre comigo. Pelos ensinamentos que nunca cessam, pelo olhar sempre otimista na luta pela transformação. À Elis Fiamengue, pela amizade, afeto, risadas e ensinamentos compartilhados. À Sumi, por ter sido minha principal guia ao adentrar o campo da Educação Ambiental. Pela amizade verdadeira e estímulo profissional. À professora Doris Accioly e Silva e ao professor Nelio Bizzo, pelos ensinamentos na pósgraduação e fora dela. Às professoras Samia Nascimento Sulaiman e Sueli Angelo Furlan pelas amplas contribuições a esta tese oferecidas no exame de qualificação. Aos militantes do MAB de Rondônia, por confiarem em meu trabalho. Por me ensinarem sobre a realidade amazônica. Por serem grandes educadores, e dedicarem suas vidas à luta por justiça socioambiental. Às moradoras e aos moradores de São Carlos do Jamari, por me acolherem há mais de 10 anos em seu território. Por me ensinarem sobre as veredas culturais que fazem a Amazônia. À minha querida dona Zezé, minha mãe rondoniense, e ao amigo Edimar Alves, por sempre me receberem com sorriso no rosto e muito afeto. Por tudo o que aprendo com vocês, sobre a floresta e o ser humano. Ao amigo Helio Nogueira, pelo companheirismo em Rondônia, e estima constante. Ao coordenador a aos trabalhadores da Defesa Civil municipal de Porto Velho. Pela confiança e abertura ao diálogo. Pela dedicação e desejo de fazer bem. Aos grandes amigos Mestre, Henrique e Alfredo, por estarem presentes em todos os momentos de minha vida há anos. Às amigas Júlia e Laura, por me ajudarem a ser mais, mesmo quando é difícil. Aos colegas professores e professoras da UFTM, com quem tenho aprendido sobre o mundo universitário por ângulos que desconhecia. Especialmente à amiga Daniele Souza, pela parceria, incontáveis conversas sobre ciência e educação, e por uma conversa de horas acerca da noção ideológica do óbvio. Aos meus alunos da UFTM, por me ensinarem a ser professor. Por me desafiarem a alteridade. Aos colegas do grupo de pesquisa, com quem compartilhei a trajetória da pós-graduação e muitas ideias: Ana Lucia Spinola, Daniele Tubino, Edson Grandisoli e Valdir Lamim Guedes. Aos amigos Betan...

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“…Social learning is described as a change in understanding that goes beyond the individual to become situated within wider groups of the society (Reed et al, 2010). Adaptation scholars believe that learning could respond to some of the major problems that inhibit the adaptation process; for example, the lack of awareness, lack of knowledge, and the lack of tools that encourage experimentation and innovation (Baird, Plummer, Haug, & Huitema, 2014;Folke, Hahn, Olsson, & Norberg, 2005;Phuong et al, 2018;Tschakert & Dietrich, 2010). Osbahr (2007) viewed successful adaptation as a learned process in which appropriate communication channels constitute an essential part.…”

Section: Theoretical Framework: Adaptation Adaptive Capacity and Socmentioning

confidence: 99%

The influence of learning on a tourism destination community’s responses to the impacts of climate change

Pham¹

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Climate change presents significant challenges for the sustainability of the tourism sector. Tourism destinations in developing countries have been identified as the most vulnerable to the impacts of climate change; however, little is known about the situation of climate change and the tourism sector in the developing world, despite the relative importance of tourism to the local economies. Building adaptive capacity is important to increase the capability of the local destination community stakeholders to manage the impacts of climate change on their business and on the broader destination. Considerable adaptation research has been conducted; however, adaptation discourses in the tourism sector are still predominantly focused on responding to the predicted impacts of future climate change rather than addressing the underlying factors that affect the vulnerability and adaptive capacity of tourism destinations and local community stakeholders. Recent research in social ecological systems has indicated that learning is an essential aspect of building adaptive capacity. In this context, social learning is emerging as an adaptation approach that addresses issues hindering adaptation, such as a lack of knowledge and awareness, and encourages a proactive response by human systems to climate change. Underpinned by the theories of climate change adaptation and social learning, this research seeks to understand the influence of learning on a destination community's responses to the impacts of climate change. The aim of this research was supported by four interrelated research objectives: 1) to examine community knowledge of climate change, 2) to identify the sources of information utilised by the community to construct climate change knowledge and the spaces used for knowledge sharing and learning, 3) to assess how local destination community stakeholders have applied their existing knowledge to adapt to climate change, and 4) to identify and assess the factors influencing the capacity of local destination stakeholders to learn to adapt to climate change. This research employed a qualitative, constructivist methodology to investigate the research issue in the context of the city of Hoi An, a well-known tourism destination in Vietnam. Semi-structured interviews were conducted with 54 participants who represented a broad range of local destination community stakeholders (i.e., local government authorities, tourism businesses, residents, community-based organisations) and expert stakeholders who have knowledge about the scope of this research. The thesis reveals the following key findings. The overall conclusion is that the responses of Hoi An community stakeholders to the impacts of climate change are strongly determined by their perceptions of the importance of climate change to their businesses and to the broader destination; their ability to v Publications during candidature Conference abstracts and papers Pham, T. D. A. (2018). Knowledge management and climate change adaptation in tourism

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Using a social learning configuration to increase Vietnamese smallholder farmers’ adaptive capacity to respond to climate change

Cited by 47 publications

References 50 publications

Transformative Social Learning for Agricultural Sustainability and Climate Change Adaptation in the Vietnam Mekong Delta

Transformative Social Learning for Agricultural Sustainability and Climate Change Adaptation in the Vietnam Mekong Delta

Habitantes das águas em descompasso: processos de aprendizagem social desencadeados por situação de desastre

The influence of learning on a tourism destination community’s responses to the impacts of climate change

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