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Resilience learning

Resilience learning. The role of social differentiation in social learning. Working Definition.

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Resilience learning

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  1. Resilience learning The role of social differentiation in social learning

  2. Working Definition • Social learningmay be defined as a change in understanding that goes beyond the individual to become situated within wider social units or communities of practice through social interactions between actors within social networks (Reed et al. 2010)

  3. Identifying the vulnerable • “assuming that high levels of interaction between stakeholders in any given situation will lead to social learning is simplistic, and a deeper understanding of the context, power dynamics, and values that influence the ability of people and organizations to manage natural resources effectively is necessary” (Reed et al. 2010).

  4. QUESTIONS • What types of learning can be catalyzed by identifying socially differentiated audiences – shared needs, values and norms? • Can social learning about effective adaptive strategies, tools and approaches be mobilized to accelerate socially appropriate capacity-building and adaptive responses among socially differentiated groups?

  5. LEARNING LOOPS Adapted from Yuen et al. 2012

  6. THEORETICAL FRAMEWORK • Context: particular consideration given to existing power dynamics in local, socio-ecological systems and ways of identifying vulnerable, socially differentiated groups. • Researcher-user interface: exchange of knowledge, perspectives, ideas and needs leads to a change in understanding (and practice) • Social learning: particular edmphasison the role of knowledge for learning:instrumental, communicative and transformative • Scale and channels through which learning occurs: how information and change in practice moves beyond the individual across social groups and networks

  7. METHODOLOGICAL FRAMEWORK

  8. EXPLORATORY SCAN • Identify activities related to social learning with a particular focus on social differentiation; • 52 projects identified across all research centres • Document analysis and innovative coding methods for identified S-LSD projects; • Triple loop learning and social differentiation (5) • Double loop learning and social differentiation (15) • Semi-structured interviews for identified projects • Identification of CGIAR “champions” of social learning with an emphasis on social differentiation.

  9. INTERVIEWS • # of interviewees contacted = 28 • % of interviews (n = 10) = 36% success • # of contact points = 169 • # of CG units included/represented = 7/15 • # of external organizations represented = 2

  10. FINDINGS

  11. Women (IRRI; AfricaRice)

  12. Traditional Knowledge (CIP)

  13. Socio-economic status (CIAT)

  14. INTERFACES & LEARNING • Many centresusing participatory action research • Women and traditional groups are being brought into the research process • Make invisible labour and/or knowledge visible • CIP developing understanding of adaptive strategies • Learning is occurring across loops • The quality of learning is determined by i) the bi-directional exchange of knowledge, assumptions and worldviews, ii) an emphasis on learning over time (rather than action right now) • Process, outcomes and operational learning

  15. THOUGHTS • Socially differentiated groups may share values, norms and circumstance that may operate as a conduit for transformative learning • i.e. “Women have strong and organized networks that could easily be used for interventions” (Kakota et al. 2011) • In what ways does longer term learning partnerships have the potential for transformative learning (i.e. Learning Alliances)? • Key distinctions between social learning and participatory action research? To what extent could learning be traced by monitoring and reassessing participatory action research projects?

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