文章基本信息

标题：Time to Talk? How the Structure of Dialog Processes Shapes Stakeholder Learning in Participatory Water Resources Management
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作者：Melanie Muro ; Paul Jeffrey
期刊名称：Ecology and Society
印刷版ISSN：1708-3087
电子版ISSN：1708-3087
出版年度：2012
卷号：17
期号：1
出版社：The Resilience Alliance
摘要：Public participation is increasingly viewed as a means to initiate social learning among stakeholders, resourcemanagers, and policy makers rather than to ensure democratic representation. This growing understanding of participatoryactivities as learning platforms can be seen as a direct response to shifts in how natural resources management is framed, namelyas uncertain, non-linear, and interlinked with the human dimensions. Social learning as it is discussed within the natural resourcesmanagement (NRM) context features a process of collective and communicative learning that is thought to enable stakeholdersto arrive at a shared understanding of a specific environmental situation and to develop new solutions as well as ways of actingtogether in pursuit of a shared ambition. Yet, although case-study research on social-learning processes provides multipleaccounts of positive experiences, there are also reports of mistaken learning, the intensification of tensions or conflict, and failureto reach agreement or verifiable consensus. Based on results of a postal survey of stakeholder experiences in two involvementinitiatives, we can draw two main conclusions: First, social learning is a multidimensional and dynamic process and, as such,evolves in stages and to various degrees. Second, stakeholder processes are shaped and affected by a multitude of factors thatconstrain the occurrence of learning processes and eventually limit the extent to which these can contribute to sustainable NRM.Foremost, the fact that the intensity of stakeholder learning differed in the two investigated initiatives reinforces the roleorganizational arrangements play in encouraging the type of communicative process necessary for stakeholder learning
关键词：participation; social learning; water framework directive