Social learning and climate change adaptation: evidence for international development practice
The potential for social learning to address complex, interconnected social and environmental challenges, such as climate change adaptation, is receiving increasing attention in research and practice. Social learning approaches vary, but commonly include cycles of knowledge sharing and joint action...
| Autores principales: | , |
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| Formato: | Journal Article |
| Lenguaje: | Inglés |
| Publicado: |
Wiley
2015
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| Acceso en línea: | https://hdl.handle.net/10568/76591 |
| _version_ | 1855517709174833152 |
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| author | Ensor, Jonathan Harvey, Blane |
| author_browse | Ensor, Jonathan Harvey, Blane |
| author_facet | Ensor, Jonathan Harvey, Blane |
| author_sort | Ensor, Jonathan |
| collection | Repository of Agricultural Research Outputs (CGSpace) |
| description | The potential for social learning to address complex, interconnected social and environmental challenges, such as climate change adaptation, is receiving increasing attention in research and practice. Social learning approaches vary, but commonly include cycles of knowledge sharing and joint action to co-create knowledge, relationships, and practices among diverse stakeholders. This results in learning and change that goes beyond the individual into communities, networks, or systems. Many authors have focused on analysis of case studies to better understand the contexts in which such learning occurs. In this paper, we look across this literature to draw out lessons for international development practice. To support those looking to purposively design social learning interventions for adaptation, we focus on four areas: lessons learned and the principles adopted when using a social learning approach, examples of tools and methods used, approaches to evaluating social learning, and examples of its impact. While we identify important lessons for practice within each of these areas, three cross-cutting themes emerge. These are: the importance of developing a shared view among those initiating learning processes of how change might happen and of how social learning fits within it, linking this locus of desired change to the tools employed; the centrality of skilled facilitation and in particular how practitioners may shift toward being participants in the collective learning process; and the need to attend to social difference, recognizing the complexity of social relations and the potential for less powerful actors to be co-opted in shared decision making. |
| format | Journal Article |
| id | CGSpace76591 |
| institution | CGIAR Consortium |
| language | Inglés |
| publishDate | 2015 |
| publishDateRange | 2015 |
| publishDateSort | 2015 |
| publisher | Wiley |
| publisherStr | Wiley |
| record_format | dspace |
| spelling | CGSpace765912024-08-27T10:35:03Z Social learning and climate change adaptation: evidence for international development practice Ensor, Jonathan Harvey, Blane climate change agriculture food security The potential for social learning to address complex, interconnected social and environmental challenges, such as climate change adaptation, is receiving increasing attention in research and practice. Social learning approaches vary, but commonly include cycles of knowledge sharing and joint action to co-create knowledge, relationships, and practices among diverse stakeholders. This results in learning and change that goes beyond the individual into communities, networks, or systems. Many authors have focused on analysis of case studies to better understand the contexts in which such learning occurs. In this paper, we look across this literature to draw out lessons for international development practice. To support those looking to purposively design social learning interventions for adaptation, we focus on four areas: lessons learned and the principles adopted when using a social learning approach, examples of tools and methods used, approaches to evaluating social learning, and examples of its impact. While we identify important lessons for practice within each of these areas, three cross-cutting themes emerge. These are: the importance of developing a shared view among those initiating learning processes of how change might happen and of how social learning fits within it, linking this locus of desired change to the tools employed; the centrality of skilled facilitation and in particular how practitioners may shift toward being participants in the collective learning process; and the need to attend to social difference, recognizing the complexity of social relations and the potential for less powerful actors to be co-opted in shared decision making. 2015-09 2016-08-25T11:51:27Z 2016-08-25T11:51:27Z Journal Article https://hdl.handle.net/10568/76591 en Open Access Wiley Ensor J, Blane Harvey B. 2015. Social learning and climate change adaptation: evidence for international development practice. Wiley Interdisciplinary Reviews: Climate Change 6(5):509-522. |
| spellingShingle | climate change agriculture food security Ensor, Jonathan Harvey, Blane Social learning and climate change adaptation: evidence for international development practice |
| title | Social learning and climate change adaptation: evidence for international development practice |
| title_full | Social learning and climate change adaptation: evidence for international development practice |
| title_fullStr | Social learning and climate change adaptation: evidence for international development practice |
| title_full_unstemmed | Social learning and climate change adaptation: evidence for international development practice |
| title_short | Social learning and climate change adaptation: evidence for international development practice |
| title_sort | social learning and climate change adaptation evidence for international development practice |
| topic | climate change agriculture food security |
| url | https://hdl.handle.net/10568/76591 |
| work_keys_str_mv | AT ensorjonathan sociallearningandclimatechangeadaptationevidenceforinternationaldevelopmentpractice AT harveyblane sociallearningandclimatechangeadaptationevidenceforinternationaldevelopmentpractice |