Enhanced learning from multi-stakeholder partnerships: Lessons from the Enabling Rural Innovation in Africa programme

Despite increasing interest and support for multi‐stakeholder partnerships, empirical applications of participatory evaluation approaches to enhance learning from partnerships are either uncommon or undocumented. This paper draws lessons on the use of participatory self‐reflective approaches that facilitate structured learning on processes and outcomes of partnerships. Such practice is important to building partnerships, because it helps partners understand how they can develop more collaborative and responsive ways of managing partnerships. The paper is based on experience with the Enabling Rural Innovation (ERI) in Africa programme. Results highlight the dynamic process of partnership formation and the key elements that contribute to success. These include: (i) shared vision and complementarity, (ii) consistent support from senior leadership; (iii) evidence of institutional and individual benefits; (iv) investments in human and social capital; (v) joint resources mobilization. However, key challenges require coping with high staff turnover and over‐commitment, conflicting personalities and institutional differences, high transaction costs, and sustaining partnerships with the private business sector. The paper suggests that institutionalizing multi‐stakeholder partnerships requires participatory reflective practices that help structure and enhance learning, and incrementally help in building the capacity of research and development organisations to partner better and ultimately to innovate.     

Opening Up for Participation in Agro-Biodiversity Conservation: The Expert-Lay Interplay in a Brazilian Social Movement

In science and environmental studies, there is a general concern for the democratization of the expert-lay interplay. However, the democratization of expertise does not necessarily lead to more sustainable decisions. If citizens do not take the sustainable choice, what should experts and decision makers do? Should the expert-lay interplay be dissolved? In thinking about how to shape the expert-lay interplay in a better way in agro-biodiversity conservation, I take the case of the MST (Movimento Sem Terra/Landless People’s Movement), possibly the largest rural movement in Latin America. The MST is in a process of turning towards environmentalism. It has adopted agroecology, a democratically oriented knowledge field. However, not all of the farmers were willing to adopt new environmentalist ideas and practices. Through ethnographic research, I analyze how expertise was recognized and redistributed within the MST, attending particularly to the role of MST coordinators and technicians. I explore how participation was framed and put into action. The adoption of agroecology brought to the MST a new and more inclusive map of expertise, but it also influenced new social distinctions within the communities. In part, farmers’ knowledge was labeled as ignorance. This may close down possibilities for dialogue as well as for sustainability. The paper suggests that experts’ power for discriminating among lay knowledges should come together with a responsibility for opening spaces for dialogue and action. One way of doing so could be by adding “interactional reflexivity” to experts’ expertise.     

Is Learning without teaching possible? The productive tension between network governance and reflexivity

ABSTRACT

Theories of reflexive governance are closely linked with the claim that more traditional modes of coordination have been replaced by networked structures, allowing reflexivity to emerge and reflexive learning to function as a steering mechanism in rapidly changing policy contexts. This paper explores this connection between reflexivity, governance, learning and networks in societal transitions, focusing particularly on the claim that networks will deliver reflexive learning. Using network theories from both policy networks and network governance and a case study of the Canadian agricultural biotechnology (agbiotech) policy network, it suggests that the kind of learning produced in networks will be a function of network structure. In particular, higher order reflexive learning will be compromised by the inevitability of the political struggle for nodality or central place in networks and the ensuing distribution of opportunities for bridging and bonding activities. Networks such as the Canadian agbiotech policy network that may promote learning but not necessarily reflexive learning are increasingly disadvantaged in contemporary policy settings.     

Science,policy and place in volcanic disasters: Insights from Montserrat

This paper presents the results of empirical research on Montserrat, in the British West Indies, undertaken in 2008–2010. It highlights the challenges of managing a crisis that evolved from acute to chronic over a period of fifteen years. In particular, the paper considers the evolution of science and policy over a period of fifteen years in its social and cultural context. It discusses the relationship between different types of evolving knowledges, and the interaction between them. Finally, a reflexive model is introduced to draw attention to some of the challenges of managing the science–policy interface under high uncertainty and high stakes.     

A commentary on decision-making and organisational legitimacy in the Risk Society

Key concepts of Risk Society as elaborated by Ulrich Beck and others (Beck, U., 1992 (trans. Mark Ritter). The Risk Society. Sage Publications, London. Beck, U., 1995, Ecological Politics in the Age of Risk. Polity Press, Cambridge. Beck, U., 1999, World Risk Society. Polity Press, Cambridge. Giddens, A., 1994, Beyond Left and Right. Polity Press, Oxford. Beck, U., Giddens, A. and Lash, S., 1994, Reflexive Modernisation: Politics, Tradition and Aesthetics in the Modern Social Order. Stanford University Press, Stanford. Beck, U., Bonss, W. and Lau, C., 2003, Theory, Culture & Society 2003, Sage, London, 20(2), pp. 1-33.) are illuminated though a case study of managed environmental risk, namely the hexachlorobenzene (HCB) controversy at Botany, a southeast suburb of Sydney. We observe the way multiple stakeholder decision-making plays out a number of Risk Society themes, including the emergence of 'unbounded risk' and of highly 'individualised' and 'reflexive' risk communities. Across several decades, the events of the HCB story support Risk Society predictions of legitimacy problems faced by corporations as they harness technoscientific support for innovation in their products and industrial processes without due recognition of social and environmental risk. Tensions involving identity, trust and access to expert knowledge advance our understanding of democratic 'sub-political' decision-making and ways of distributing environmental risk.     

Reflexive assessment of practical and holistic sanitation development tools using the rural and peri-urban case of Mexico

Lack of sanitation affects the lives of billions of people worldwide. It is now generally agreed that sustainable solutions to this complex problem require social and cultural factors to be addressed in addition to the habitual economic and technical aspects. Increasingly, sector professionals view the fragmented approaches to sanitation as a limiting factor. This refers to the fragmentation of the knowledge on the subject among often hermetic disciplines and to the distribution of political mandates on sanitation across many institutions, which independently tackle specific aspects of the issue. Holistic approaches have often been suggested as a solution. This paper presents the development of such a holistic approach, designed to assess sanitation development in rural and peri-urban settings. Tested in three Mexican communities, it relies on qualitative research tools to identify critical influences to sanitation development. This article presents generic results about micro and macro-factors affecting sanitation development in Mexican villages, and reflexively examines the research process as well as the strengths and limitations of the approach. The conceptual map developed for each case study successfully highlights the interconnectedness of all factors affecting sanitation development. Despite some weaknesses, these maps constitute a practical assessment tool for interdisciplinary teams deployed in integrated water and sanitation development programs and a valuable didactic tool for training activities.     

Realising local food policies: a comparison between Toronto and the Brussels-Capital Region’s stories through the lenses of reflexivity and co-learning

ABSTRACT

This paper revisits the development of Toronto and Brussels’ local food policies by analysing reflexivity and co-learning as important dimensions within a Hybrid Governance Approach (HGA); it approaches the interaction between four forms of governance (bottom-up, networked, state, market-led) and the tensions between them as hybrid dynamics. Within this approach, reflexivity refers to the positionality of agents, i.e. to the ways local food actors embody as well as reflect on and reconsider their principles and practices through time. Closely related to reflexivity, co-learning involves agential interactions to co-construct enabling food policy delivery systems. The HGA is mobilised to understand the ways in which reflexive capacities, as well as co-learning, take place in the two cases and how they lay the basis of particular modes of (de)institutionalisation. Learning from the two cases’ trajectories, this paper highlights: (a) the role of key governance tensions as triggers as well as breeding grounds for reflexivity and co-learning outcomes; (b) the challenges of food movement actors to surmount or valorise key tensions in order to build accountable modes of food policy delivery through time; (c) the struggles to build legitimacy and accountability in local food movements through the development of bottom-linked organisations and governance modes.     

Reflexivity and developmental constructs: the case of sustainable futures

ABSTRACT

The quest for sustainability signals a departure from industrialist presuppositions about the human capacity to control nature that had hardly been questioned during the modern era. Environmental politics, indeed, entered the public scene with warnings of environmental crisis that disrupted industrialist assumptions and supported a call for a dramatic change in course. As environmental problems became part of an agenda of sustainable development, however, there came a shift from a disruptive politics towards professionalization and a managerial emphasis. A reflexive approach to sustainability needs to reconsider the relevance of politics while also thematizing problems of history and power. The concept of ‘developmental constructs’, which Harold D. Lasswell offered as part of his proposal for a reflexive project of contextual mapping, is advanced here as relevant to that end. Comparing the early interventions of Rachel Carson and Amory Lovins to Lasswell's conception of developmental constructs, the article maintains that such proposals for sustainable futures highlight the importance of a political connection.     

Energy Futures: Five Dilemmas of the Practice of Anticipatory Governance

Public participation has become standard practice in both environmental communication and science and technology studies, with such engagement increasingly moving “upstream” to the early stages of technological development. One framework for these activities is anticipatory governance, in which foresight and public and stakeholder engagement are used to reflect on—and direct—the impacts of new technology. In this essay we draw on our experience of anticipatory governance, in the shape of the “NanoFutures” project on energy futures, to present a reflexive analysis of engagement and deliberation. We draw out five tensions of the practice of deliberation on energy technologies. Through tracing the lineages of these dilemmas, we discuss some of the implications of these tensions for the practice of civic engagement and deliberation in a set of questions for this community of practitioner-scholars.