Opportunities and limitations to social learning for sustainability: empirical insights from a participatory approach to community-based resource management in the Philippines

被引:2
作者
Allasiw, Doreen Ingosan [1 ,2 ,6 ,7 ]
Tanaka, Toshinori [3 ]
Kudo, Shogo [4 ]
Mino, Takashi [5 ]
机构
[1] Benguet State Univ, Coll Informat Sci, Dept Dev Commun, La Trinidad Benguet, Philippines
[2] Univ Cordilleras, Coll Business Adm, Baguio, Philippines
[3] Kyushu Univ, Inst Asian & Oceanian Studies, Fukuoka, Japan
[4] Akita Int Univ, Int Liberal Arts Global Studies Program Ryoiki, Akita, Japan
[5] Univ Tokyo, Tokyo Coll, Tokyo, Japan
[6] Benguet State Univ, Coll Informat Sci, Dept Dev Commun, Balili 2601, La Trinidad Ben, Philippines
[7] Univ Cordilleras, Coll Business Adm, Governor Pack Rd, Baguio 2600, Philippines
基金
日本学术振兴会;
关键词
Participatory approach; social learning; sustainability; community-based irrigation management; institutions; collective action; conflict resolution; COLLECTIVE ACTION; PUBLIC-PARTICIPATION; GOVERNANCE; WATER; IRRIGATION; KNOWLEDGE; COLLABORATION; CHALLENGES; INNOVATION; FRAMEWORK;
D O I
10.1080/14735903.2023.2239075
中图分类号
S [农业科学];
学科分类号
09 ;
摘要
Social learning is increasingly identified as a valuable tool in the pursuit of sustainable development agenda in the same manner that participatory processes are seen as important avenues for creating social learning situations. Through an empirical case study of participatory processes undertaken to rehabilitate a community-based irrigation system in the Philippines, this study explores two interrelated questions: what feature of the participatory irrigation management approach implemented in the Philippines facilitates social learning, and what were the limiting factors for its long-term success? One of the most prominent features of participatory approaches elucidated in this case study is the integration of traditional institutions into more contemporary formalized farmer associations. While this approach helped legitimize intervention and enhanced local cooperation for a successful project implementation, our findings underscores the need for carefully designed participatory processes that are specifically aimed at creating long term learning outcomes. Further study is recommended to further explore how social learning can be facilitated beyond the intervention phase of project-based participatory approaches.
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页数:20
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