Global S&T Development Trend Analysis Platform of Resources and Environment
DOI | 10.1016/j.gloenvcha.2018.03.001 |
Learning to live with social-ecological complexity: An interpretive analysis of learning in 11 UNESCO Biosphere Reserves | |
Schultz, Lisen1; 39;Armengol, Laia2 | |
2018-05-01 | |
发表期刊 | GLOBAL ENVIRONMENTAL CHANGE-HUMAN AND POLICY DIMENSIONS
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ISSN | 0959-3780 |
EISSN | 1872-9495 |
出版年 | 2018 |
卷号 | 50页码:75-87 |
文章类型 | Article |
语种 | 英语 |
国家 | Sweden; Scotland; Spain |
英文摘要 | Learning is considered a means to achieve sustainability in practice and has become a prominent goal of sustainability interventions. In this paper we explore how learning for sustainability is shaped by meaning, interpretation and experience, in the context of UNESCO Biosphere Reserves (BRs). The World Network of Biosphere Reserves brings environmental conservation, socio-economic development and research together in 'learning sites for sustainable development.' The World Network is globally significant, with 669 BRs in 120 countries, but as with many paradigmatic sustainability interventions BRs are perceived to suffer from a 'concept-reality gap.' We explore this gap from an interpretive perspective, focusing on participant interpretations of the meaning of BRs and their experiences of working with the concept - with the aim of painting a richer picture of learning for sustainability and the ways in which BRs might fulfil their role as learning sites. We provide a cross-case analysis of learning in 11 BRs around the world, drawing on interviews with 177 participants, and ask: How is the BR concept interpreted and enacted by people involved with BR work? What learning emerges through BR work, as described by those involved? We find that the BR concept is interpreted differently in each location, producing distinct expectations, practices and institutional designs. Learning occurs around common themes - human environment relationships, actors and governance arrangements, and skills to navigate BR work - but is expressed very differently in each BR. The position of BRs 'in between' social, ecological and economic goals; local places and global networks; and government, private and civil society sectors, provides a valuable space for participants to learn to live with social-ecological complexity. We discuss our results in terms of their contribution to three pressing concerns in sustainability science: (i) power and politics in learning for sustainability, (ii) intermediaries and bridging organizations in multi-level governance, and (iii) reflexivity and knowledge action relationships. Our comparative hermeneutic approach makes a novel methodological contribution to interpretive studies of sustainability policy and governance. |
英文关键词 | Comparative case study Qualitative Bridging organizations Sustainability science Multi-level governance Science-policy interface |
领域 | 气候变化 |
收录类别 | SCI-E ; SSCI |
WOS记录号 | WOS:000436223800006 |
WOS关键词 | SUSTAINABLE DEVELOPMENT ; ADAPTIVE COMANAGEMENT ; MANAGEMENT ; SCIENCE ; GOVERNANCE ; AUSTRALIA ; PARTICIPATION ; OPPORTUNITIES ; ADAPTATION ; KNOWLEDGE |
WOS类目 | Environmental Sciences ; Environmental Studies ; Geography |
WOS研究方向 | Environmental Sciences & Ecology ; Geography |
引用统计 | |
文献类型 | 期刊论文 |
条目标识符 | http://119.78.100.173/C666/handle/2XK7JSWQ/37826 |
专题 | 气候变化 |
作者单位 | 1.Stockholm Univ, Stockholm Resilience Ctr, Kraftriket 2B, S-10691 Stockholm, Sweden; 2.James Hutton Inst, Social Econ & Geog Sci Grp, Aberdeen AB15 8QH, Scotland; 3.Univ Autonoma Barcelona, Inst Environm Sci & Technol ICTA, Campus UAB, Bellaterra 08193, Spain; 4.Stockholm Univ, Dept Human Geog, S-10691 Stockholm, Sweden; 5.Stockholm Univ, Dept Polit Sci, S-10691 Stockholm, Sweden |
推荐引用方式 GB/T 7714 | Schultz, Lisen,39;Armengol, Laia. Learning to live with social-ecological complexity: An interpretive analysis of learning in 11 UNESCO Biosphere Reserves[J]. GLOBAL ENVIRONMENTAL CHANGE-HUMAN AND POLICY DIMENSIONS,2018,50:75-87. |
APA | Schultz, Lisen,&39;Armengol, Laia.(2018).Learning to live with social-ecological complexity: An interpretive analysis of learning in 11 UNESCO Biosphere Reserves.GLOBAL ENVIRONMENTAL CHANGE-HUMAN AND POLICY DIMENSIONS,50,75-87. |
MLA | Schultz, Lisen,et al."Learning to live with social-ecological complexity: An interpretive analysis of learning in 11 UNESCO Biosphere Reserves".GLOBAL ENVIRONMENTAL CHANGE-HUMAN AND POLICY DIMENSIONS 50(2018):75-87. |
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