Eszter Kelemen

Scale Misfit in Ecosystem Service Governance as a Source of Environmental Conflict

We examine transformations in institutional regimes defining access to ecosystem services in Doñana, a rural region in southwestern Spain that is internationally recognized for its outstanding biocultural values. First, we review historical changes in rules, norms, and conventions defining access to ecosystem services. Second, we conduct a survey among local informants to assess the scales at which ecosystem services are supplied, demanded, and governed and discuss scale misfits in relation to historical conflicts over access to ecosystem services. We identify (1) two major periods of institutional change, characterized by conflicts between the central state and local users from enclosures of communal lands and associated restrictions in access to ecosystem services, and (2) a clash between customary governance institutions and new ones emerging with growing central state intervention and market integration. Our results suggest that multilevel governance regimes that promote coordination and institutional diversity across scales while respecting local sovereignty over ecosystem management are more likely to prevent environmental conflicts and to produce better outcomes regarding the long-term sustainable use of ecosystem services.

Learning and the transformative potential of citizen science.

The number of collaborative initiatives between scientists and volunteers (i.e., citizen science) is increasing across many research fields. The promise of societal transformation together with scientific breakthroughs contributes to the current popularity of citizen science (CS) in the policy domain. We examined the transformative capacity of citizen science in particular learning through environmental CS as conservation tool. We reviewed the CS and social-learning literature and examined 14 conservation projects across Europe that involved collaborative CS. We also developed a template that can be used to explore learning arrangements (i.e., learning events and materials) in CS projects and to explain how the desired outcomes can be achieved through CS learning. We found that recent studies aiming to define CS for analytical purposes often fail to improve the conceptual clarity of CS; CS programs may have transformative potential, especially for the development of individual skills, but such transformation is not necessarily occurring at the organizational and institutional levels; empirical evidence on simple learning outcomes, but the assertion of transformative effects of CS learning is often based on assumptions rather than empirical observation; and it is unanimous that learning in CS is considered important, but in practice it often goes unreported or unevaluated. In conclusion, we point to the need for reliable and transparent measurement of transformative effects for democratization of knowledge production.