Towards a theory of multi-level learning in climate change ...Towards a theory of multi-level...
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Towards a theory of multi-level learning in climate change adaptation Alan Diduck 1 Ryan Bullock 1 Melanie Zurba 2 Jonathan Luedee 1 1 Department of Environmental Studies and Sciences, University of Winnipeg, Canada 2 School for Resource and Environmental Studies, Dalhousie University, Canada Credit: Saskatchewan Re
Transcript of Towards a theory of multi-level learning in climate change ...Towards a theory of multi-level...
Towards a theory of multi-level learning in climate change
adaptation
Alan Diduck1 Ryan Bullock1 Melanie Zurba2 Jonathan Luedee1
1 Department of Environmental Studies and Sciences, University of Winnipeg, Canada 2 School for Resource and Environmental Studies, Dalhousie University, Canada
Credit: Saskatchewan Re
Context
• Unprecedented climate
change pressures in
northern Canada
• Communities undergoing
fundamental socio-
economic and cultural
transformations
e.g., IPCC 2014, Lemmen et al.
2014, Bullock et al. 2016 Credit: Sophia Munro
• Transformations in the
forestry and energy sectors
have led to industry
synergies and new
partnership models
• Unique opportunities to
analyze how adaptation is
occurring and, in particular,
the role of learning
e.g., Crowley and Coates 2013,
Wyatt 2013, CCFM 2016
Credit: Sophia Munro
• Climate Learning and
Adaptation for Northern
Development (C-LAND)
(2018-2023)
• Examine how to
improve adaptive
capacity in northern
Canada’s renewable
resource sector
Credit: Sophia Munro
My purpose today
• Discuss, and seek
feedback about, our
conceptual framework
Credit: Sophia Munro
Knowledge gaps
• Much is known about
learning for/ through env
governance
• Mutual, collaborative
• Social
• Organizational, policy
e.g., Diduck et al. 2012, Gerlak et al.
2017, Suskevics et al. 2017 Credit: Sophia Munro
• Important gaps
• Defining units of analysis
• Multi-level interactions
• Learning over time
• Influence on governance
e.g., Rodela et al. 2012, Baird et al.
2014, Gerlak et al. 2017 Credit: Sophia Munro
• Much is known about adaptive capacity
• Determinants: capital, knowledge
• Theoretical interplay with social learning
• Important gaps
• Role of multi-level learning
• Causal linkages between learning and AC
e.g., Smit and Wandel 2006, Adger et al. 2007,
Phuong et al. 2017
• AC: capacity to adjust to climate change, to moderate potential
damages, take advantage of opportunities, or cope with consequences
• Learning: change in response to identifiable stimuli or information
• Multi-level: different social units of analysis; different aspects of a
person’s meaning perspective,
e.g., Merriam et al. 2007, Parry et al. 2007, Diduck 2010, Krasny et al. 2010, Baird et al.
2014, Rodela 2014
Key concepts and terms
Credit: Lois Maclennan
Photo credit: FortWhyte
The conceptual framework
Credit: Lois Maclennan
Photo credit: FortWhyte
The conceptual framework
Climate change
adaptation workshops
Diversity
Trust
Discussion
Reflection
Inquiry
Consensus
e.g., Muro and Jeffrey 2008,
Bullock et al. 2012, Cundill
and Rodela 2012
Credit: Lois Maclennan
Photo credit: FortWhyte
The conceptual framework
Multi-level learning
e.g., Haug et al. 2011, Baird
et al. 2014, Gerger Swartling
et al. 2015, Jones and
Morrison-Saunders 2017
Credit: Lois Maclennan
Photo credit: FortWhyte
The conceptual framework
Feedback
Multi-level learning
e.g., Haug et al. 2011, Baird
et al. 2014, Gerger Swartling
et al. 2015, Jones and
Morrison-Saunders 2017
Credit: Lois Maclennan
Photo credit: FortWhyte
The conceptual framework
Credit: Lois Maclennan
Photo credit: FortWhyte
The conceptual framework
Bonding, bridging and linking social capital
Cultural capital: Values, beliefs, perspectives
Institutional capital: Norms, rules, customs
Systems thinking, sustainability thinking, precautionary
e.g., Næss et al. 2005, Adger et al. 2009, Johnston
and Hesseln 2012, McNutt and Rayner 2014
Credit: Lois Maclennan
Photo credit: FortWhyte
The conceptual framework
Bonding, bridging and linking social capital
Cultural capital: Values, beliefs, perspectives
Institutional capital: Norms, rules, customs
Systems thinking, sustainability thinking, precautionary
e.g., Næss et al. 2005, Adger et al. 2009, Johnston
and Hesseln 2012, McNutt and Rayner 2014
Feedback
Credit: Lois Maclennan
Photo credit: FortWhyte
The conceptual framework
Feedback
Multi-level learning
Feedback
Photo credit: Randy Penner
Acknowledgements
Special thanks go to:
Research Assistants, Julia Antonyshyn and Bryanne Lamoureux
Natural Resources Canada, Library Photo Database
https://www.nrcan.gc.ca/media-room/photo-gallery/1871
Questions, comments, suggestions?
Credit: Sophia Munro
