Adaptive co-management and the paradox of learning

被引:652
作者
Armitage, Derek [1 ]
Marschke, Melissa [2 ,3 ]
Plummer, Ryan [4 ]
机构
[1] Wilfrid Laurier Univ, Dept Geog & Environm Studies, Waterloo, ON N2L 3C5, Canada
[2] Univ Ottawa, Program Int Dev & Globalizat, Ottawa, ON K1N 6N5, Canada
[3] Univ Ottawa, Grad Sch Publ & Int Affairs, Ottawa, ON K1N 6N5, Canada
[4] Brock Univ, Dept Tourism & Environm, St Catharines, ON L2S 3A1, Canada
来源
GLOBAL ENVIRONMENTAL CHANGE-HUMAN AND POLICY DIMENSIONS | 2008年 / 18卷 / 01期
关键词
adaptive governance; adaptive management; collaborative management; co-management; learning; Sustainability;
D O I
10.1016/j.gloenvcha.2007.07.002
中图分类号
X [环境科学、安全科学];
学科分类号
08 ; 0830 ;
摘要
Much emphasis has been placed on the importance of learning to support collaborative environmental management and achieve sustainability under conditions of social-ecological change. Yet, on-going struggles to learn from experience and respond to complex social-ecological conditions reflect an emerging paradox. Despite widespread support of learning as a normative goal and process, core concepts, assumptions and approaches to learning have been applied in vague and sometimes uncritical ways. Greater specificity with respect to learning goals, approaches and outcomes is required. In response to this gap, we examine five dimensions of the learning paradox in the context of adaptive co-management, where the learning and linking functions of governance are stressed: (i) definitions of learning;, (ii) learning goals and expectations; (iii) mechanisms by which learning takes place; (iv) questions regarding who is involved in the process of learning; and (v) the risks and ethical ambiguities faced by different actors expected to willingly participate in a learning process.. whether formal or informal. Lessons from experience with a series of cases from the global North and South illustrate the implications of these dimensions. Resolving the dimensions of this learning paradox will require greater attention to capacity-building, recognition of the role of risk, and consideration of how incentives could be used to encourage learning. Further consideration of the role of power and marginality among groups participating in the learning process is also needed, as is more systematic evaluation to monitor and measure learning outcomes. (C) 2007 Elsevier Ltd. All rights reserved.
引用
收藏
页码:86 / 98
页数:13
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