Social learning systems for collective action: a critical review of cases from UK, South Africa, China and Australia using social learning systems

Blackmore, C.; Collins, K.; Ison, R.; Colvin, J. and Wallis, P. (2012). Social learning systems for collective action: a critical review of cases from UK, South Africa, China and Australia using social learning systems. In: Planet Under Pressure 2012, 25-29 Mar 2012, London, UK.

URL: http://elsevier.conference-services.net/reports/te...

Abstract

Knowing and learning for sustainability are becoming a major part of various research, policy and action agendas. This is evident in, for instance, an increasing emphasis on knowledge exchange in natural resource managing and learning as a fundamental part of efforts towards adaptation (Collins and Ison, 2009); emerging questions about knowledge and learning associated with public health and climate change (Lotz-Sisitka, 2010) and initiatives that map sustainability research (e.g. UNESCO, 2009). There are clearly many different kinds of knowing, learning and action associated with striving for sustainability. However, whether and how knowledge and learning lead to necessary collective action depends in part on both perspective and context. This paper draws on recent theoretical and action research work in water resource policy and practice and some of the discourses associated with knowing, learning and climate change. It explores the theory and practice of enabling collective action to achieve transformation and uses the concept of a social learning system (Blackmore, 2010) to critically review a series of cases from the UK, South Africa, China and Australia. The paper considers questions of process, purpose and perspective and offer insights into what helped and hindered collective action in the contexts considered. The paper concludes with a research and action agenda on ways in which social learning systems might be designed in future to bring about transformations for sustainability at different levels and scales.

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