Embracing Ecological Learning and Social Learning: UNESCO Biosphere Reserves as Exemplars of Changing Conservation Practices

Reed, Maureen G.; Massie, Merle

doi:10.4103/0972-4923.125755

Cited by 32 publications

(25 citation statements)

References 42 publications

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“…After 1996, sustainable development was elevated to being a core concept of biosphere reserves (Reed and Massie, 2013) though the terminology occurred in MAB literature in 1984 (Ishwaran and Persic, 2008). The idea of people living inside biosphere reserves was increasingly accepted by park officers and officials in charge (Price, 1996).…”

Section: Man and The Biosphere Program (Mab)mentioning

confidence: 98%

Cautionary thoughts on IUCN protected area management categories V–VI

Shafer

2015

Global Ecology and Conservation

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h i g h l i g h t s• Although IUCN protected area management categories V-VI were adopted at the Fifth World Parks Congress in 2003, the fears of some skeptics have not been resolved.• Although promoting the preservation of biological diversity and the economic welfare of local people may be linked, tradeoffs are inevitable.• The expected win-win success stories for categories V-VI have not been abundant although evaluation methods are still unrefined. • Categories V-VI will be more effective for biological diversity conservation if the buffer zones have land use restrictions and adequate governance.• Local participation in buffer zone management is a wise strategy but enforcement by protected area authorities, and some coercion, may be essential to insure that land use practices are biologically optimal for the core area and its buffer zone. a b s t r a c tThe debate about the International Union for the Conservation of Nature's (IUCN) protected area management categories V-VI has been ongoing since the mid-1990s. Even though these two categories were officially adopted at the Fifth World Parks Congress in Durban in 2003, and approved at the Fourth IUCN World Parks Conference in Barcelona, in 2008, this has not completely alleviated the fears of some debate participants. The question persists, can the perceived dual role of these two categories in promoting the preservation of biological diversity and the economic welfare of local people actually work in synergy? One aspect of categories V-VI needs careful scrutiny: buffer zone land use restrictions and adequate governance. Although local participation in buffer zone management marks a wise cooperative policy, some coercion and enforcement by protected area (PA) authorities seems essential to assure that land use practices in the buffer zone are optimal for core area biota. Buffer zone policy and governance is key to PA biological diversity conservation success.

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Section: Man and The Biosphere Program (Mab)mentioning

confidence: 98%

Cautionary thoughts on IUCN protected area management categories V–VI

Shafer

2015

Global Ecology and Conservation

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“…As different studies show (Schultz andLundhom 2010, Reed andMassie 2013), young people normally remain aside of such processes within MAB Reserves, being involved mostly in unidirectional educational programs. The theatrical approach could, thus, provide an engaging way of connecting and communicating the visions of young people to bridging organizations and other stakeholders already engaged in mutual learning processes around the MAB Reserves' management.…”

Section: Learning Implications Of At's Features and Relevance Within mentioning

confidence: 99%

“…These UNESCO sites were originally set up to reconcile biodiversity conservation and the maintenance of cultural heritage with the sustainable use of natural resources (UNESCO 2014). However, MAB Reserves have moved their program implementation from a science-driven agenda to a social learning one, which emphasizes local participation and learning processes (Reed and Massie 2013). In this fashion, they constitute, highly relevant laboratories for sustainability learning and experimentation (Schultz and Lundhom 2010).…”

Section: Introductionmentioning

confidence: 99%

Performing biospheric futures with younger generations: a case in the MAB Reserve of La Sepultura, Mexico

Heras¹,

Tàbara²,

Meza³

2016

E&S

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ABSTRACT. Providing opportunities for younger generations to voice out their views in the building of our common futures within the limits, opportunities, and dynamics of the biosphere is a central component in sustainability learning. To this aim, a novel methodological approach using participatory theater was implemented to explore future scenarios with young people in the Man and Biosphere Reserve of La Sepultura, Mexico. Three workshops were carried out as part of a broader environmental education process, aimed at enhancing critical awareness and ownership of participants' own futures. Through the reflective enactment of scenarios linked to personal actions and resources, alternative ways to think through the interconnections and the affective bonds between participants and their natural heritage were collectively represented and explored. Our process helped not only to identify different plausible futures and potential barriers to them, but also to realize positive roles that young people could play to overcome such barriers and engage with their desired futures.

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“…Such knowledge varies, and includes scientific and livelihood-based types. Institutions such as the UNESCO's World Heritage and Biosphere Reserves, for example, are largely based on scientific knowledge [13][14][15]. There are other types of experiential knowledge of indigenous people and natural resource users, as well as specialized knowledge of governmental and non-governmental organizations and private businesses [16].…”

Section: Community Formation and Institutionmentioning

confidence: 99%

Formation of a Community of Practice in the Watershed Scale, with Integrated Local Environmental Knowledge

2018

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Rural communities around the world face formidable problems such as resource depletion, environmental degradation and economic decline. While the term 'community' is often used without clear definition or context, it can be viewed as a group of people emerging through social interaction. Through a series of collaborative action toward a shared goal, a community of practice can be formed. This paper proposes a hypothetical framework of integrated local environmental knowledge (ILEK), and applies it to analyze the processes of collaborative actions in the case of the Nishibetsu Watershed in Hokkaido, Japan. The case study identified several phases of actions, all initiated by a group of local residents on a grassroots and voluntary basis. These local resident-initiated collaborative actions had a particular confluence of elements to facilitate gradual strengthening of formal and informal institutions in the watershed scale beyond jurisdictional boundaries, making this a worthy case to study. The local residents used diverse types of knowledge, including livelihood-based technologies and skills of working as a group and with local governments, for establishing and strengthening various institutions for collaborative actions, with such knowledge being used in the manner of tools in a box of bricolage for community formation.

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Embracing Ecological Learning and Social Learning: UNESCO Biosphere Reserves as Exemplars of Changing Conservation Practices

Cited by 32 publications

References 42 publications

Cautionary thoughts on IUCN protected area management categories V–VI

Cautionary thoughts on IUCN protected area management categories V–VI

Performing biospheric futures with younger generations: a case in the MAB Reserve of La Sepultura, Mexico

Formation of a Community of Practice in the Watershed Scale, with Integrated Local Environmental Knowledge

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