期刊
AGRICULTURE AND HUMAN VALUES
卷 39, 期 2, 页码 715-731出版社
SPRINGER
DOI: 10.1007/s10460-021-10283-1
关键词
Collaborative research; Boundary work; Learning; Biodiversity
资金
- Hellman Foundation through the Hellman Fellows program at the University of California, Davis
This study examines the learning processes and outcomes of collaborative research between rice growers and conservation professionals in California's Central Valley. Factors such as mutually beneficial goals, shared ownership, trust building, knowledge integration, and institutional alignment were found to influence learning. Learning outcomes included new knowledge of social-ecological systems, new farming practices, and shifts in identities.
Multi-stakeholder initiatives for biodiversity conservation on working landscapes often necessitate strategies to facilitate learning in order to foster successful collaboration. To investigate the learning processes that both undergird and result from collaborative efforts, this case study employs the concept of boundary work as a lens to examine learning between rice growers and conservation professionals in California's Central Valley, who were engaged in a collaborative research project focused on migratory bird conservation. Through analysis of workshop observations, project documents, and interviews with rice growers and conservation professionals, we identified five distinct factors of the collaborative research process that influenced learning amongst these two groups: having mutually beneficial goals, sharing ownership of the collaborative research process, building trust, integrating knowledge, and institutional alignment. We also examined and identified learning outcomes for both rice growers and conservation professionals, which included new knowledge of the social-ecological system, new practices around farming and collaboration, and shifting identities. Our findings suggest that applying these factors and outcomes for learning when structuring collaborative research, and other multi-stakeholder initiatives, can foster learning amongst diverse stakeholder groups to support new approaches for balancing resource use and adaptive management.
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