Arthur L. Wilson

Power in Natural Resources Management: An Application of Theory

Processes of decentralization characterize much of the developing worlds natural resource sectors (e.g., forestry). At the heart of decentralization processes lies the question of power, given that most decentralization efforts involve some transfer of authority from a central agency to downwardly accountable groups, or some claim to “empower” local-level actors. These processes often involve organizations such as the state, nongovernmental organizations (NGOs), and local communities, who may have divergent interests. The question thus arises, how is power reflected in various approaches to natural resources conservation and management? In this article, we trace some theoretical understandings of the concept of power from disciplines such as critical theory, adult education, and development sociology. We then illustrate these conceptions of power with various examples from the field of natural resources. Our purpose is to shed light on how power can be understood with the aim of informing more deliberate, and perhaps more democratic, professional practice.

What Happened to the Promise? A Critical (Re)Orientation of Two Sociocultural Learning Traditions.

Cleary it is no longer possible to think about learning without context. Although context cannot be ignored anymore, educators often struggle to explain how people learn in and with various contexts. Situated cognition and cultural—historical activity theory (CHAT) hold promise for understanding how adult learners are cultural and historical agents embedded within and constituted by socially structured relationships and tool-mediated activity. This promise, however, is not yet realized as the politicized nature of learning in practice that is foundational to both situated cognition and CHAT remains overlooked in adult learning literature. To move toward fulfilling the promise, this literature review emphasizes the neglected dimensions of recursivity and power within situated cognition and CHAT frameworks.

Learning to read: discourse analysis and the study and practice of adult education

Educators are inclined to think that the words they use in their discourses about policy, research, and practice mean what they mean them to mean. It is just as clear, however, that such discourses ideologically produce and reproduce relations of power that benefit some and disadvantage others. This essay begins an argument that educators need to learn to read. Learning to read means learning to read through the stated words and the presumed meanings of those words in our educational discourses about policy, research and practice in order to try to understand what such words might also mean.

Planning in collaborative wildlife management: A critical perspective

Abstract Wildlife managers are increasingly faced with planning and implementing wildlife management programs in collaboration with local governments, user groups, businesses and citizens. The planning process is inherently political as each group attempts to advance its interests. Current scholarship on the theory and practice of planning for wildlife management falls short of accounting for the politics of these processes. It is hoped that this paper will contribute to a theory of planning that both addresses the actual practices of wildlife planners and serves as a guide for future action. To this end, the dominant conceptualization of wildlife planning will be outlined and the study will draw on empirical and theoretical advances in the fields of adult education, organizational analysis and regional planning to construct a more politically-informed theoretical framework for understanding wildlife planning. This framework asserts that planning involves two types of negotiation of power and interests: (1) substantive negotiations which address procedural aspects of planning and (2) meta-negotiations which address political dynamics of planning. An earlier study will then be re-analyzed to illustrate how substantive and meta-negotiations occurred in a case of suburban deer management in the Northeast United States. It is concluded that accounting for issues of power and interests in wildlife planning theory provides a more complete representation of what wildlife managers actually do when planning programs and provides a guide for future wildlife planning practice. Future analyses of planning processes in wildlife management, or natural resources management more broadly, may reveal new insights if the concepts used to guide the analysis reported here provide an understanding of the politics involved.

Unravelling the story of a milestone text, Tales from the Handbook of Adult and Continuing Education

NOD MILLER University of East London, UK PAUL ARMSTRONG University of Leeds, UK RONALD M. CERVERO University of Georgia, USA RICHARD EDWARDS University of Stirling, Scotland DAVID GOSLING University of East London, UK ELISABETH R. HAYES University of Wisconsin-Madison, USA JUANITA JOHNSON-BAILEY University of Georgia, USA LINDEN WEST Christ Church University College/University of East London, UK ARTHUR L. WILSON Cornell University, USA MIRIAM ZUKAS University of Leeds, UK