Social learning for collective action on climate change A critical assessment

Blane Harvey, International Development Research Centre

Overview

• Tackling "wicked" problems under global environmental change

• What is social learning?• Social learning in practice - 3 cases from Africa• Critiques of SL in theory and practice• Where next?

Learning to tackle complex challenges

On complexity and multiple ways of knowing...

Tackling "wicked" problems

• Wicked problems are characterized by: a) uncertainty; b) inconsistency of needs, preferences and values; c) an unclear sense of all consequences and/or

cumulative impact of collective action; d) fluid, heterogeneous, pluralist participation in

problem definition and solving

Turnpenny et al (2009)

adapted from Funtowicz & Ravetz 2003

Technical uncertainty

Epistemological uncertainty: (Reduced by use of societal and community

synergy, and community review)

Methodological uncertainty

“Not only must science concede some of its governance to wider society, it must also concede some ground to other ways of

knowing. (Hulme 2009: 81)

“Facts are uncertain, values in dispute, stakes high and

decisions urgent”

Climate change adaptation is one such 'wicked’ problem, and social learning is seen as an important avenue for responding.

The learning paradox

“Our existing methodological toolboxis sparsely equipped to facilitate and sustain

[...] adaptive and anticipatory learning in the face of complex risks and uncertainties.”

Tschakert & Dietrich 2010

And yet

We recognise the paramount importance of learning in addressing complex environmental challenges....

“deficit models”

Banking models

Knowledge hierarchies

Social Learning – A way forward?

Social Learning: Toward a definition

Social learning brings together stakeholders with diverse perspectives to learn together and

form an understanding of a shared challenge.

It involves taking learning and behaviour change beyond the individual to networks and systems.

Through an iterative process of working and reflecting together new shared ways of knowing

emerge that lead to changes in practice.

See Reed et al. 2010 “What is Social Learning?”

Social learning - a closer look

• Roots: – Learning and behavioural psychology (Bandura)– Collective learning (Argyris and Schon, Wenger) – Transformative learning (Mezirow)– Emancipatory learning (Freire)

• Participation? • As performance? Governance? Collective

action? Many flavours of SL.

3 Cases from Africa

Consensus seasonal forecasts

(GHA)

Systemic research through community

radio (Ghana)

Participatory scenario development Ghana and Senegal (CARE, CCAFS)

Participatory scenario development Approach Model of SL Key outcomes Key lessons

Learning dialogue through facilitated workshops with joint learning around timely seasonal weather forecasts and information on agricultural management options to capitalize on that learning.

SL as concerted action and mode of governance that effects changes in communities, networks and systems.

Involves rethinking the assumptions and principles that underlie practices and designing new governance norms.

Communities and local governments create new institutions that help link different timelines, for example the immediacy of farmer priorities and responses with longer-term understanding and capacity to plan and respond to climate change.

Champions at different levels and creating a level playing field are crucial.

Need for culturally sensitive communication , create room for reflection, trust, inclusion, and to recognize and accommodating different timeframes and purposes.

Systemic action research through community radio Ghana (IDS, GCRN, AfricaAdapt)

Systemic action researchApproach Model of SL Key outcomes Key lessons

Action-reflection learning process led by community broadcasters, engaging with community members, duty bearers, and outside partners on the social impacts

SL as concerted action that effects changes in communities and networks.

Involves testing and improving existing practices, as well as rethinking the assumptions and principles that underlie these practices.

Radio broadcasters take on an advocacy role for political action on local climate impacts.

District government support for communities impacted by flooding.

Strengthened networks for future action.

Additional support for women needed to become active contributors.

Facilitated policy dialogues and learning eventsto build a network of actors.

Language and vocabulary barriers a key challenge.

Long-term vision needed.

Consensus forecasts for the Greater Horn of AfricaICPAC , GLUK, KMD, IDRC (Kenya)

http://vimeo.com/album/108105/video/5199497

Analysis of 29 cases looking at:

• Lessons and Principles

• Tools and approaches

• Evaluation• Impacts

Reflecting critically on SL• Power and consensus - strange bedfellows– Is a change of views always a good thing?

• Recognition of problem w/o power to change leads to frustration – Challenge of entrenched marginalisation

• Sustainability of change?• Scale and institutionalisation major challenges• Evidence of impact and outcomes?– How to evaluate them?

See also Muro & Jeffrey 2008

So where next?

A gut instinct tells us that social learning inherently makes sense, but making that leap forward into practicing the principles of good social learning and overturning the more top-down models of information delivery needs more concrete evidence.

Transforming institutionsTransforming research

In a nutshell It’s social learning on social learning!

Transforming the evidence base

• Hypothesis A: Social learning improves institutional processes and performance/effectiveness in the context of climate change.

Hypothesis B: Social learning processes lead to improved development outcomes/results in the context of climate change.

Kristjanson et al 2014

Want to know more?

Mark Reed Derek ArmitageClaudia Pahl-Wostl Ray IsonGeorgina Cundill Romina RodelaArjen Wals Bernd Siebenhüner

Thank you!

http://ccsl.wikispaces.com/