气候变化领域集成服务门户(CCPortal): Learning to live with social-ecological complexity: An interpretive analysis of learning in 11 UNESCO Biosphere Reserves

CCPortal

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 L.; West S.; Bourke A.J.; d'Armengol L.; Torrents P.; Hardardottir H.; Jansson A.; Roldán A.M.
发表日期	2018
ISSN	0959-3780
起始页码	75
结束页码	87
卷号	50
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. © 2018 Elsevier Ltd
英文关键词	Bridging organizations; Comparative case study; Multi-level governance; Qualitative; Science-policy interface; Sustainability science
学科领域	comparative study; complexity; environmental management; governance approach; learning; organizational framework; participatory approach; protected area; qualitative analysis; questionnaire survey; research work; socioeconomic conditions; sustainability; sustainable development; UNESCO
语种	英语
scopus关键词	comparative study; complexity; environmental management; governance approach; learning; organizational framework; participatory approach; protected area; qualitative analysis; questionnaire survey; research work; socioeconomic conditions; sustainability; sustainable development; UNESCO
来源期刊	Global Environmental change
文献类型	期刊论文
条目标识符	http://gcip.llas.ac.cn/handle/2XKMVOVA/117150
作者单位	Stockholm Resilience Centre, Stockholm University, Kräftriket 2B, Stockholm, 10691, Sweden; Social, Economic and Geographical Sciences Group, The James Hutton Institute, Craigiebuckler, Aberdeen, AB15 8QH, United Kingdom; Institute of Environmental Science andTechnology (ICTA), Universitat Autònoma de Barcelona, Campus UAB, Bellaterra08193, Spain; Department of Human Geography, Stockholm University, Stockholm, 10691, Sweden; Department of Political Science, Stockholm University, Stockholm, 10691, Sweden
推荐引用方式 GB/T 7714	Schultz L.,West S.,Bourke A.J.,et al. Learning to live with social-ecological complexity: An interpretive analysis of learning in 11 UNESCO Biosphere Reserves[J],2018,50.
APA	Schultz L..,West S..,Bourke A.J..,d'Armengol L..,Torrents P..,...&Roldán A.M..(2018).Learning to live with social-ecological complexity: An interpretive analysis of learning in 11 UNESCO Biosphere Reserves.Global Environmental change,50.
MLA	Schultz L.,et al."Learning to live with social-ecological complexity: An interpretive analysis of learning in 11 UNESCO Biosphere Reserves".Global Environmental change 50(2018).