Browsing by Subject "Social learning"

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    Fostering transformative learning in an informal collaborative process
    (2015-01) Reichenbach, Michael Russ
    Social and collaborative learning in natural resource management has been used for more than two decades to address wicked problems, however evidence of transformational learning, the types of transformation and how participants' meaning structures and perspectives change has received little research attention. The link between learning and changes in understanding was investigated as part of the Seven Mile Creek Fuelshed Project (SMCFP). SMCFP was a transdisciplinary research project aimed at examining options for multi-functional agriculture in south central Minnesota, United States. Analysis of data from observation, interviews and focus groups were used to explore the participant experience of the SMCFP. Mezirow's (1991b) transformative learning theory was used as a lens. The study introduces the use of Wiggins and McTighe's (2006) six facets of understanding as a means to code qualitative data and to assess transformative learning. The study provides evidence of transformative learning in each of the following areas: elaboration of frames of reference, creation of new meaning schemes, transformation of meaning schemes and transformation of meaning perspectives. The results provide evidence of how people learn in a collaborative process and provide a foundation for the design of adult education and Extension education programs. The conditions that fostered transformative learning in this case study included a clear project focus, the introduction of expert knowledge, the incorporation of local knowledge, deliberation, dialogue and reflection. The SMCFP opened participants to new ideas for protecting water quality, wildlife habitat, and economic management of an agricultural landscape.
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    Testing stakeholder engagement in ecological risk analysis: a case study of genetically modified maize and South African biodiversity.
    (2010-05) Dana, Genya Vera
    Ecological risk analyses (ERA) are traditionally conducted by a narrow range of biological scientists with limited stakeholder involvement. Different knowledge types and epistemologies necessary for understanding how stressors move through complex socio-ecological systems are generally excluded, as well as broader societal concerns of interested or affected parties. Calls for stakeholder engagement in ERA aim to address such deficiencies, but little real-world evidence exists on: 1) how to design participatory ERAs, 2) how ERA results change with inclusion of diverse participants, and 3)how to facilitate social learning fundamental to such collaborative endeavors. Social learning occurs when people engage with each other and share diverse perspectives and experiences to develop a common framework of understanding and foundation for collective action. Such learning is critical for efficacious participatory ERAs because participants must engage with different disciplines, epistemologies and worldviews to understand socio-ecological systems in which risks manifest, how the risk situation occurred, and then develop joint support for specific risk governance actions. I tested a participatory ERA process specifically designed to engender social learning through open communication, constructive conflict and extended engagement, in two workshops analyzing potential impacts of genetically modified (GM) maize on South African biodiversity. Workshop 1 involved four biologists, who were then joined by 18 diverse participants in Workshop 2, and I compared the ERA process and results between the two. Workshop 2 participants generated a larger and more comprehensive set of hazards and a more in-depth understanding of the agro-ecological system, creating a robust information base for the final risk assessment. Social learning occurred, as participants engaged with new information and diverse perspectives, began thinking systemically and modified their risk perceptions of GM maize. Participants did not, however, develop a shared understanding of the ERA process or highest priority risks to biodiversity. These results suggest that it is possible to implement participatory ERAs that generate useful risk-relevant information, and carefully designed participatory processes can produce social learning about other stakeholders, complex socio-ecological systems, and the topic of risk in short time periods. However, longer engagement is needed to build a shared understanding of the risk situation and possible solutions. Such learning-focused participatory ERAs should help transform risk governance from an unreflective approach (e.g., using risk assessments conducted by a small set of experts focusing on the stressor's most obvious attributes) to a reflexive approach, which not only aims to widen the scope of impacts evaluated but also considers how societal values and norms influence the conception and handling of risk.