Unraveling the Relationship between Collective Action and Social Learning: Evidence from Community Forest Management in Canada
An important outcome of social learning in the context of natural resource management is the potential for collective action—actions taken by a group of people that are the result of finding shared or common interest. Evidence of the relationship between collective action and social learning is begi...
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ftmdpi:oai:mdpi.com:/1999-4907/10/6/494/ 2023-08-20T04:06:34+02:00 Unraveling the Relationship between Collective Action and Social Learning: Evidence from Community Forest Management in Canada Anderson Assuah A. John Sinclair agris 2019-06-09 application/pdf https://doi.org/10.3390/f10060494 EN eng Multidisciplinary Digital Publishing Institute Forest Ecology and Management https://dx.doi.org/10.3390/f10060494 https://creativecommons.org/licenses/by/4.0/ Forests; Volume 10; Issue 6; Pages: 494 collective action social learning community forest management Canada Text 2019 ftmdpi https://doi.org/10.3390/f10060494 2023-07-31T22:20:42Z An important outcome of social learning in the context of natural resource management is the potential for collective action—actions taken by a group of people that are the result of finding shared or common interest. Evidence of the relationship between collective action and social learning is beginning to emerge in the natural resource management literature in areas such as community forestry and participatory irrigation, but empirical evidence is sparse. Using a qualitative inquiry and research design involving a case study of the Wet’zinkw’a Community Forest Corporation, this paper presents research that examined the relationships between collective action and social learning through community forest management. Our findings show strong evidence of collective action outcomes on the part of board members responsible for the community forest, such as establishing a legacy fund, adding value to logs, protecting First Nations cultural values, and hiring locally. Our data also reveal that the actions taken by board members were encouraged through social learning that was related to acquiring (new) knowledge, developing an improved/deeper understanding, and building relationships. However, we found limited opportunities for community forest partners and the general public to learn and contribute to collective action outcomes since the actions taken and associated learning occurred mainly among board members. Text First Nations MDPI Open Access Publishing Canada Forests 10 6 494 |
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collective action social learning community forest management Canada |
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collective action social learning community forest management Canada Anderson Assuah A. John Sinclair Unraveling the Relationship between Collective Action and Social Learning: Evidence from Community Forest Management in Canada |
topic_facet |
collective action social learning community forest management Canada |
description |
An important outcome of social learning in the context of natural resource management is the potential for collective action—actions taken by a group of people that are the result of finding shared or common interest. Evidence of the relationship between collective action and social learning is beginning to emerge in the natural resource management literature in areas such as community forestry and participatory irrigation, but empirical evidence is sparse. Using a qualitative inquiry and research design involving a case study of the Wet’zinkw’a Community Forest Corporation, this paper presents research that examined the relationships between collective action and social learning through community forest management. Our findings show strong evidence of collective action outcomes on the part of board members responsible for the community forest, such as establishing a legacy fund, adding value to logs, protecting First Nations cultural values, and hiring locally. Our data also reveal that the actions taken by board members were encouraged through social learning that was related to acquiring (new) knowledge, developing an improved/deeper understanding, and building relationships. However, we found limited opportunities for community forest partners and the general public to learn and contribute to collective action outcomes since the actions taken and associated learning occurred mainly among board members. |
format |
Text |
author |
Anderson Assuah A. John Sinclair |
author_facet |
Anderson Assuah A. John Sinclair |
author_sort |
Anderson Assuah |
title |
Unraveling the Relationship between Collective Action and Social Learning: Evidence from Community Forest Management in Canada |
title_short |
Unraveling the Relationship between Collective Action and Social Learning: Evidence from Community Forest Management in Canada |
title_full |
Unraveling the Relationship between Collective Action and Social Learning: Evidence from Community Forest Management in Canada |
title_fullStr |
Unraveling the Relationship between Collective Action and Social Learning: Evidence from Community Forest Management in Canada |
title_full_unstemmed |
Unraveling the Relationship between Collective Action and Social Learning: Evidence from Community Forest Management in Canada |
title_sort |
unraveling the relationship between collective action and social learning: evidence from community forest management in canada |
publisher |
Multidisciplinary Digital Publishing Institute |
publishDate |
2019 |
url |
https://doi.org/10.3390/f10060494 |
op_coverage |
agris |
geographic |
Canada |
geographic_facet |
Canada |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
Forests; Volume 10; Issue 6; Pages: 494 |
op_relation |
Forest Ecology and Management https://dx.doi.org/10.3390/f10060494 |
op_rights |
https://creativecommons.org/licenses/by/4.0/ |
op_doi |
https://doi.org/10.3390/f10060494 |
container_title |
Forests |
container_volume |
10 |
container_issue |
6 |
container_start_page |
494 |
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1774717760349143040 |