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Navigating Institutional Challenges: Design to Enable Community Participation in Social Learning for Freshwater

James A Turner1, Will Allen2, Caroline Fraser3,4

  • 1AgResearch Ltd., Ruakura Research Centre, 10 Bisley Rd, Hamilton, 3214, New Zealand. james.turner@agresearch.co.nz.

Environmental Management
|February 10, 2020
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Summary

Social learning in freshwater management faces institutional challenges. This study shows adapting social learning design can overcome these, fostering collective understanding and emergent outcomes.

Keywords:
CatchmentCollaborationFreshwater planningInstitutionsParticipationSocial learning

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Area of Science:

  • Environmental Social Science
  • Water Resource Management
  • Institutional Analysis

Background:

  • Social learning is crucial for addressing complex resource dilemmas like freshwater management.
  • Institutional habits and routines of stakeholders pose challenges to effective social learning.
  • Understanding institutional influences on social learning is vital for successful outcomes.

Purpose of the Study:

  • To explore how institutional contexts impact social learning design implementation.
  • To investigate how social learning design modifies existing institutions.
  • To determine how design and institutional changes shape social learning outcomes.

Main Methods:

  • A freshwater planning exercise was designed and implemented as a social learning process.
  • Community groups in two New Zealand catchments participated in the exercise.
  • Participatory reflection was used to modify social learning design.

Main Results:

  • Institutional influences were found to impact the implementation of social learning design.
  • The implementation of social learning design led to modifications in institutional influences.
  • Changes in design and institutions together shaped the emergent social learning outcomes.

Conclusions:

  • Social learning is underpinned by evolving assumptions about the nature of learning itself.
  • Participants shifted from viewing learning as instruction to a dynamic, collective process.
  • Reflections challenged participants' expectations regarding their roles and behaviors in freshwater planning.