Learning for sustainability: Participatory resource management in Cambodian fishing villages

https://doi.org/10.1016/j.jenvman.2007.08.012Get rights and content

Abstract

Considerable attention is now being given to the role and importance of education and learning implications of participatory resource and environmental governance. The contention is that such learning has the potential to transform behaviour, and in the case of resource management, may help change current patterns in resource use towards a more sustainable social–ecological system. Our purpose is to establish the opportunities for learning afforded to those participating in local level resource management committees in two Cambodian fishing communities and consider the learning outcomes from such opportunities. Our approach was qualitative and used a case study design. The findings establish a wide range of committee resource management activities that resulted in both instrumental (e.g., learning about administrative procedures) and communicative (e.g., insights into the need to conserve mangroves) learning. It was revealed that such learning can lead to changes in behaviour at the community level (e.g., managing local waste). Our findings also indicated a number of motivators and enablers of learning such as opportunities for dialogue, leadership and the presence of declining resources.

Introduction

Considerable attention is now being given to the role and importance of learning that occurs through governance processes initiated for resource and environmental management decisions (Diduck and Mitchell, 2003, Keen et al., 2005). Public involvement in such decision making processes has the potential to engage citizens, making decisions more democratic, and to re-construct social spaces (Fitzpatrick and Sinclair, 2003, Keen et al., 2005). In fostering these social spaces for public deliberation, participants can be exposed to different ideas and perspectives with learning as an outcome (Barbas, 2004). Such learning has the potential to transform behaviour, and in the case of resource management, may help shift current patterns in resource use and governance towards a more sustainable and equitable economy (Webler et al., 1995, Diduck, 1999, Neefjes, 2000, Keen et al., 2005, Rist et al., 2007).

The value of public involvement in resource management decisions is well established in the resource management literature (Meredith, 1995, Webler et al., 1995, Wood, 1995, Fitzpatrick and Sinclair, 2003). As Rist et al. (2007) observe ‘participation’ and ‘empowerment’ have emerged as a kind of meta-normative framework in governance and sustainability debates regarding natural resources. Further Parkins and Mitchell (2005), among others, ascertain that such involvement is consistent with the principles of participatory democracy, can improve planning and decision making, may help to reduce conflicts, might encourage the inclusion of local knowledge in decisions and can make political decisions more acceptable (Sinclair and Diduck, 1995, Mitchell, 1997, Moote et al., 1997, Shepherd and Bowler, 1997, Diduck, 1999). Underpinning support for participatory approaches to decision making is the understanding that by creating more deliberative space for dialogue and debate individual and collective learning may take place, modifying power dynamics and conflicts between groups and potentially allowing for action to be taken towards implementing change for sustainability (Webler et al., 1995, Diduck, 1999, Fitzpatrick and Sinclair, 2003, Keen et al., 2005, Rist et al., 2007). This being said, creating learning platforms that acknowledge and accommodate power inequities is a challenge (Keen et al., 2005).

Our paper establishes the opportunities for learning afforded to those individuals participating in resource management committee work in two Cambodian fishing communities. The learning outcomes from such opportunities and how this work might contribute towards a more sustainable social–ecological system are considered, as are the participatory processes that contributed to those learning outcomes. In particular, concepts from transformative learning theory are applied to understand how interaction among adults through participation in resource management can promote learning and social change.

Section snippets

Theoretical framework

Transformative learning theory offers a theoretical framework that attempts to provide a comprehensive theory of learning in adulthood and learning within different cultural contexts (Mezirow, 1981, Mezirow, 1994, Mezirow, 1995, Mezirow, 1996, Mezirow, 2000, Clark and Wilson, 1991, Merriam and Caffarella, 1999). This framework focuses on the process of learning (rather than on characteristics of learning, as most theories do) and accommodates the social context in which the learning occurs

Data collection and analysis

Our study approach was qualitative and used a case study design (Merriam, 1998, Creswell, 2003). Fieldwork was carried out between 2002 and 2004, with follow-up visits in 2005 and 2006. Qualitative methods were used for data collection and analysis, spanning several administrative levels. Participatory research methods (Ellis, 2000, Chambers, 2004) included eight focus group sessions between the two resource management committees. A series of PRA methods were used during group interviews,

Opportunities for learning through the committees

Can you tell me about the activities that your resource management committee works on?

I forget everything … We do mangrove replanting, form internal regulations and extension to community members, solve some problems in the community, catch and stop illegal activities, put poles for the sea grass area, patrol, monthly meetings, environmental education and village cleaning (Sovanna).

Sovanna is reflecting upon the work of the resource management committee in Koh Sralao, a committee that is

Discussion

Table 1 illustrates how participation in resource management activities by committee members and the wider community can support a variety of learning opportunities. Committee members are involved in decision making, sometimes responding to disorientating situations (resource declines; policy shifts; resource conflict). As the results indicate, participants experienced both instrumental and communicative learning outcomes that, in part, led to changes in individual behaviour and influenced

Conclusions

I want to help my village. I have good knowledge and I want to share this knowledge to develop the village. I expect we can develop the village in the future. When I do something I think of my children since I want them to have a good role model (Sovanna).

Our data illustrates that the two resource management committees considered deal with a range of issues from resource management planning, to specific activities related to their environment, to discussions with provincial and national actors.

Acknowledgements

We would like to thank Kim Nong, Dyna Eam and Maria Ocampo for their research support and insights, along with committee members in Koh Sralao and Kompong Phluk. We would also like to thank two anonymous reviewers for their insightful comments. Marschke's research was supported by SSHRC and the International Development Research Center. This research began during Marschke's dissertation work at the NRI, University of Manitoba and was completed during her post-doctoral work with the SSHRC–MCRI

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