Social learning for collective action on climate change
1. Social learning for collective action on
climate change
A critical assessment
Blane Harvey, International Development Research Centre
2. Overview
• Tackling "wicked" problems under global
environmental change
• What is social learning?
• Social learning in practice - 3 cases from Africa
• Critiques of SL in theory and practice
• Where next?
5. Tackling "wicked" problems
• Wicked problems are characterized by:
a) uncertainty;
b) inconsistency of needs, preferences and values;
c) an unclear sense of all consequences and/or
cumulative impact of collective action;
d) fluid, heterogeneous, pluralist participation in
problem definition and solving
Turnpenny et al (2009)
6. adapted from Funtowicz & Ravetz 2003
Technical uncertainty
Epistemological uncertainty:
(Reduced by use of societal and community
synergy, and community review)
Methodological uncertainty
“Not only must science concede some of its
governance to wider society, it must also
concede some ground to other ways of
knowing. (Hulme 2009: 81)
“Facts are
uncertain, values in
dispute, stakes high
and decisions
urgent”
7. Climate change adaptation is
one such 'wicked’
problem, and social learning is
seen as an important avenue
for responding.
8. The learning paradox
“Our existing methodological toolbox
is sparsely equipped to facilitate and sustain
[...] adaptive and anticipatory learning in
the face of complex risks and uncertainties.”
Tschakert & Dietrich 2010
And yet
We recognise the paramount
importance of learning in addressing
complex environmental challenges....
“deficit models”
Banking models
Knowledge
hierarchies
10. Social Learning: Toward a definition
Social learning brings together stakeholders
with diverse perspectives to learn together and
form an understanding of a shared challenge.
It involves taking learning and behaviour change
beyond the individual to networks and systems.
Through an iterative process of working and
reflecting together new shared ways of knowing
emerge that lead to changes in practice.
See Reed et al. 2010 “What is Social Learning?”
11. Social learning - a closer look
• Roots:
– Learning and behavioural psychology (Bandura)
– Collective learning (Argyris and Schon, Wenger)
– Transformative learning (Mezirow)
– Emancipatory learning (Freire)
• Participation?
• As performance? Governance? Collective
action? Many flavours of SL.
12. 3 Cases from Africa
Participatory
scenario
development
(Ghana, Senegal)
Consensus seasonal
forecasts
(GHA)
Systemic research
through community
radio (Ghana)
14. Participatory scenario development
Approach Model of SL Key outcomes Key lessons
Learning dialogue
through facilitated
workshops with
joint learning
around timely
seasonal weather
forecasts and
information on
agricultural
management
options to
capitalize on that
learning.
SL as concerted
action and mode of
governance that
effects changes in
communities,
networks and
systems.
Involves rethinking
the assumptions
and principles that
underlie practices
and designing new
governance norms.
Communities and
local governments
create new
institutions that
help link different
timelines, for
example the
immediacy of
farmer priorities
and responses with
longer-term
understanding and
capacity to plan
and respond to
climate change.
Champions at
different levels and
creating a level
playing field are
crucial.
Need for culturally
sensitive
communication ,
create room for
reflection, trust,
inclusion, and to
recognize and
accommodating
different
timeframes and
purposes.
16. Systemic action research
Approach Model of SL Key outcomes Key lessons
Action-reflection
learning process
led by community
broadcasters,
engaging with
community
members, duty
bearers, and
outside partners
on the social
impacts
SL as concerted
action that effects
changes in
communities and
networks.
Involves testing
and improving
existing practices,
as well as
rethinking the
assumptions and
principles that
underlie these
practices.
Radio broadcasters
take on an
advocacy role for
political action on
local climate
impacts.
District
government
support for
communities
impacted by
flooding.
Strengthened
networks for future
action.
Additional support
for women needed
to become active
contributors.
Facilitated policy
dialogues and
learning events
to build a network
of actors.
Language and
vocabulary barriers
a key challenge.
Long-term vision
needed.
20. Analysis of 29
cases looking at:
• Lessons and
Principles
• Tools and
approaches
• Evaluation
• Impacts
21. Reflecting critically on SL
• Power and consensus - strange bedfellows
– Is a change of views always a good thing?
• Recognition of problem w/o power to change
leads to frustration
– Challenge of entrenched marginalisation
• Sustainability of change?
• Scale and institutionalisation major challenges
• Evidence of impact and outcomes?
– How to evaluate them?
See also Muro & Jeffrey 2008
23. A gut instinct tells us that social learning
inherently makes sense, but making that
leap forward into practicing the
principles of good social learning and
overturning the more top-down models
of information delivery needs more
concrete evidence.
Transforming institutions
Transforming research
25. Transforming the evidence base
• Hypothesis A: Social learning improves
institutional processes and
performance/effectiveness in the context of
climate change.
Hypothesis B: Social learning processes lead
to improved development outcomes/results in
the context of climate change.
27. Want to know more?
Mark Reed Derek Armitage
Claudia Pahl-Wostl Ray Ison
Georgina Cundill Romina Rodela
Arjen Wals Bernd Siebenhüner
Thank you!
http://ccsl.wikispaces.com/
Hinweis der Redaktion
Introduce myself, my job, and my interest in this area.Specify focus on adaptation in the South, particularly Africa (define mitigation and adaptation)
No one person has the whole answer, we all have a piece of the truth and there is a pressing need to come up with imaginative solutions (Lonsdale 2010)
Applied science – Atmospheric lifetime of methaneProfessional consultancy - Effectiveness of “clean coal”Post-normal – is 2oC a safe “limit” to for global warming and what level of emissions reduction will achieve it?
Social learning processes have a long history in the areas of agriculture and natural resource management and within institutions working these areas, particularly in the global South. Often linked to more widely-referenced processes such as participation and participatory action research, these approaches have successfully helped communities rethink their natural resource management strategies, and address complex challenges with intertwined social, political, and environmental dimensions. Climate change adaptation is one such 'wicked‘ problem characterised by difficulty in its definition and attribution, uncertainty, and unclearsolutions, and social learning is seen as an important avenue for responding. Lonsdale et al. (2010) note that “as social learning for change requires shifts in understanding either as individuals or as groups this type of learning seems to have great potential for exploring the process of adaptation to climate change. No one person has the whole answer, we all have a piece of the truth and there is a pressing need to come up with imaginative solutions.”
Participation alone, however, is not enough to constitute social learning. While participatory processes ‘may stimulate social learning’, participation is a narrower concept that defines a role in decision making and does not necessarily lead to social learningIson et al. (2013) note that the language through which social learning is framed (as performance, governance, action, etc.) both reveals and conceals the assumptions and epistemic positions of those wishing to apply the concept. This, they argue, calls upon practitioners to clearly articulate the ways in which they choose to use the term. In articulating a collective theory of change around social learning, these assumptions can be brought to the fore.
Explain the critique around the current production and use of climate information for farmers.