The application of reflexivity for conservation science

Beck, Jacalyn M.; Elliott, Kevin C.; Booher, Charlie R.; Renn, Kristen A.; Montgomery, Robert A.

doi:10.1016/j.biocon.2021.109322

Cited by 23 publications

(16 citation statements)

References 161 publications

(169 reference statements)

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“…One set of relationships that are often overlooked in the application of reductionist methods is those between the researcher and the system being studied—relationships that clearly guide where we direct our camera. The recognition of the importance of these relationships of researchers with systems is what has fueled the widespread adoption of ‘positionality’ statements and ‘reflexivity’ in social sciences and social‐ecological research (Beck et al, 2021; Boyce et al, 2021; Montana et al, 2020; Moon et al, 2018; Pascual et al, 2021). Indeed, reflexivity is essential to making reductionist methods consistent with relational thinking.…”

Section: Theoretical Advances: Reductionist Methods Can Advance Relat...mentioning

confidence: 99%

Empirical examples demonstrate how relational thinking might enrich science and practice

2023

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Interdependent relationships among humans and nature often go overlooked, delaying better environmental, social and public health outcomes. Emerging approaches have emphasized thinking through relationships, which we call ‘relational thinking’. Threads of relational thinking have matured in areas such as anthropology and Indigenous scholarship, and interest is growing across many disciplines. Welcoming this new cadre of relational thinkers requires a more broadly accessible synthesis. Sustainability scholars have begun to overcome these barriers with high‐level overviews and broad calls to adopt relational thinking. This literature has investigated the conceptual underpinnings of relational thinking, but the concrete, empirical benefits of relational thinking for understanding human–natural systems remain obscure. Here, we introduce a wide range of accessible empirical examples to demonstrate the potential for relational thinking to illuminate diverse coupled human‐and‐natural systems. We complement these examples with an overview of the theory behind relational thinking. We use these empirical examples to argue that some conventional methods are consistent with relational thinking, particularly when accompanied by deliberation and flexibility about which relationships to target, why, and how. Read the free Plain Language Summary for this article on the Journal blog.

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Section: Theoretical Advances: Reductionist Methods Can Advance Relat...mentioning

confidence: 99%

Empirical examples demonstrate how relational thinking might enrich science and practice

2023

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“…Our methods did not allow us to determine whether conservation is now having a reflexive turn, akin to that which has occurred in social anthropology and related disciplines. However, multiple recent articles call for greater reflexivity in conservation science (e.g., Beck et al., 2021; Bennett et al., 2017; Boyce et al., 2022; Brittain et al., 2020; Montana et al., 2020; Moon et al., 2019; Ramesh, 2020; Staddon, 2021; Staddon et al., 2021). Moreover, many of our examples from the peer‐reviewed and gray literature were published in the last few years.…”

Section: Reflexivity In Adaptive and Transformative Conservationmentioning

confidence: 99%

“…In recent qualitative conservation social science literature, researchers are encouraged to evaluate and report how their attributes and outlooks influence their research (e.g., Beck et al., 2021; Bennett et al., 2017; Boyce et al., 2022; Brittain et al., 2020; Montana et al., 2020; Moon et al., 2019; Ramesh, 2020; Staddon, 2021; Staddon et al., 2021). For instance, researchers might examine how values affect their choice of research questions, how identities frame their interactions with others, or how their science affects the world (Beck et al., 2021). But this process of self‐reflection about actions and interactions with others—sometimes termed reflexivity —may also be important for conservation practice.…”

Section: Introductionmentioning

confidence: 99%

Recognizing reflexivity among conservation practitioners

Pienkowski

Kiik

Catalano

et al. 2023

Conservation Biology

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When deciding how to conserve biodiversity, practitioners navigate diverse missions, sometimes conflicting approaches, and uncertain trade‐offs. These choices are based not only on evidence, funders’ priorities, stakeholders’ interests, and policies, but also on practitioners’ personal experiences, backgrounds, and values. Calls for greater reflexivity—an individual or group's ability to examine themselves in relation to their actions and interactions with others—have appeared in the conservation science literature. But what role does reflexivity play in conservation practice? We explored how self‐reflection can shape how individuals and groups conserve nature. To provide examples of reflexivity in conservation practice, we conducted a year‐long series of workshop discussions and online exchanges. During these, we examined cases from the peer‐reviewed and gray literature, our own experiences, and conversations with 10 experts. Reflexivity among practitioners spanned individual and collective levels and informal and formal settings. Reflexivity also encompassed diverse themes, including practitioners’ values, emotional struggles, social identities, training, cultural backgrounds, and experiences of success and failure. Reflexive processes also have limitations, dangers, and costs. Informal and institutionalized reflexivity requires allocation of limited time and resources, can be hard to put into practice, and alone cannot solve conservation challenges. Yet, when intentionally undertaken, reflexive processes might be integrated into adaptive management cycles at multiple points, helping conservation practitioners better reach their goals. Reflexivity could also play a more transformative role in conservation by motivating practitioners to reevaluate their goals and methods entirely. Reflexivity might help the conservation movement imagine and thus work toward a better world for wildlife, people, and the conservation sector itself.

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“…We need to understand not only the value system that underpins and influences our work (which, as with conservation biology, is deeply rooted in Western normative values of nature and conservation; Yanco et al, 2019;Boyce et al, 2021), but also how our personal values and beliefs shape our research and interpretations. Developing such an attitude of reflexivity (Beck et al, 2021;Boyce et al, 2021) will enable us to become better attuned to potential value-based conflicts and their consequences. Without acknowledging that conservation is a normative endeavor, and recognizing and learning from different ways of knowing and valuing, we will be unable to identify longer lasting, fairer, more just and more equitable solutions to conservation problems.…”

Section: Temporal Thinking Competencementioning

confidence: 99%

Core Competencies for Training Conservation Paleobiology Students in a Wicked World

Kelley

Dietl

2022

Front. Ecol. Evol.

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Despite the promise conservation paleobiology holds for using geohistorical data and insights to solve conservation problems, training in the field typically does not equip students to be competent environmental problem solvers. The intention of this perspective piece is to start a conversation about how we might train conservation paleobiology students better, focusing on the competencies needed to promote deep engagement with “wicked” conservation problems that are difficult to solve. Ongoing conversations regarding design of academic programs in sustainability, a field allied with conservation science, can inform our discussion. The sustainability literature has defined an interrelated set of “core competencies” that go beyond general academic competencies to enable real-world sustainability problem solving: systems thinking, temporal thinking, normative thinking, strategic thinking, and interpersonal competence. Conservation paleobiology is usually taught within geology programs, where students are exposed to systems thinking and temporal thinking. However, the remaining competencies typically are absent or insufficiently developed. To infuse these competencies into conservation paleobiology curricula, we recommend: (1) enhancing connections with sustainability programs and encouraging a more cross-disciplinary approach to training; (2) developing a “menu” of concepts and methodologies for each competence from which to choose; and (3) recognizing that different skills are appropriate at different levels of education and experience. The proposed competency-based framework serves as a shared reference that can be used to develop pedagogies to better prepare conservation paleobiology students to navigate the wicked conservation challenges of our time.

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The application of reflexivity for conservation science

Cited by 23 publications

References 161 publications

Empirical examples demonstrate how relational thinking might enrich science and practice

Empirical examples demonstrate how relational thinking might enrich science and practice

Recognizing reflexivity among conservation practitioners

Core Competencies for Training Conservation Paleobiology Students in a Wicked World

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