Isabel Ruiz-Mallén

Participatory scenario planning in place-based social-ecological research: insights and experiences from 23 case studies

Participatory scenario planning (PSP) is an increasingly popular tool in place-based environmental research for evaluating alternative futures of social-ecological systems. Although a range of guidelines on PSP methods are available in the scientific and grey literature, there is a need to reflect on existing practices and their appropriate application for different objectives and contexts at the local scale, as well as on their potential perceived outcomes. We contribute to theoretical and empirical frameworks by analyzing how and why researchers assess social-ecological systems using place-based PSP, hence facilitating the appropriate uptake of such scenario tools in the future. We analyzed 23 PSP case studies conducted by the authors in a wide range of social-ecological settings by exploring seven aspects: (1) the context; (2) the original motivations and objectives; (3) the methodological approach; (4) the process; (5) the content of the scenarios; (6) the outputs of the research; and (7) the monitoring and evaluation of the PSP process. This was complemented by a reflection on strengths and weaknesses of using PSP for the place-based social-ecological research. We conclude that the application of PSP, particularly when tailored to shared objectives between local people and researchers, has enriched environmental management and scientific research through building common understanding and fostering learning about future planning of social-ecological systems. However, PSP still requires greater systematic monitoring and evaluation to assess its impact on the promotion of collective action for transitions to sustainability and the adaptation to global environmental change and its challenges.

Community-Based Conservation and Traditional Ecological Knowledge: Implications for Social-Ecological Resilience

Our review highlights how traditional ecological knowledge influences peoples adaptive capacity to social- ecological change and identifies a set of mechanisms that contribute to such capacity in the context of community-based biodiversity conservation initiatives. Twenty-three publications, including twenty-nine case studies, were reviewed with the aim of investigating how local knowledge, community-based conservation, and resilience interrelate in social-ecological systems. We highlight that such relationships have not been systematically addressed in regions where a great number of community conservation initiatives are found; and we identify a set of factors that foster peoples adaptive capacity to social-ecological change and a number of social processes that, in contrast, undermine such capacity and the overall resilience of the social- ecological system. We suggest that there is a need to further investigate how climate variability and other events affect the joint evolution of conservation outcomes and traditional ecological knowledge, and there is a need to expand the current focus on social factors to explain changes in traditional ecological knowledge and adaptive capacity towards a broader approach that pays attention to ecosystem dynamics and environmental change.

Evaluating the impact of an environmental education programme; an empirical study in Mexico.

This study draws on information from 11 in‐depth interviews, two focus groups and 72 written questionnaires to evaluate an extra‐curricular environmental education programme on forestry designed for preparatory school students from a small rural community in Mexico. Specifically, the study assessed the impact of the programme on the ecological knowledge of 72 students. Qualitative feedback suggests that students learnt about forestry, acquired greater awareness of the importance of conservation for the local environment and enjoyed the participatory teaching methods used in the programme. Quantitative results show a positive and significant association between the number of times a student participated in the programme and the student’s ecological knowledge. Students who participated in the programme once had a 16.3% higher knowledge on ecological concepts and knew, on average, 1.5 more local forest plants than students who never attended it (p<.001). Findings suggest that the inclusion of participatory environmental education programmes in preparatory schools would improve the acquisition of ecological knowledge. Further research could consider the consistency of the findings by replicating participatory methods presented here and by using an experimental research design.

Local participation in biodiversity conservation initiatives: a comparative analysis of different models in South East Mexico.

In Mexico, biodiversity conservation is primarily implemented through three schemes: 1) protected areas, 2) payment-based schemes for environmental services, and 3) community-based conservation, officially recognized in some cases as Indigenous and Community Conserved Areas. In this paper we compare levels of local participation across conservation schemes. Through a survey applied to 670 households across six communities in Southeast Mexico, we document local participation during the creation, design, and implementation of the management plan of different conservation schemes. To analyze the data, we first calculated the frequency of participation at the three different stages mentioned, then created a participation index that characterizes the presence and relative intensity of local participation for each conservation scheme. Results showed that there is a low level of local participation across all the conservation schemes explored in this study. Nonetheless, the payment for environmental services had the highest local participation while the protected areas had the least. Our findings suggest that local participation in biodiversity conservation schemes is not a predictable outcome of a specific (community-based) model, thus implying that other factors might be important in determining local participation. This has implications on future strategies that seek to encourage local involvement in conservation.

Local understandings of conservation in southeastern Mexico and their implications for community-based conservation as an alternative paradigm.

Since the 1990s national and international programs have aimed to legitimize local conservation initiatives that might provide an alternative to the formal systems of state-managed or otherwise externally driven protected areas. We used discourse analysis (130 semistructured interviews with key informants) and descriptive statistics (679 surveys) to compare local perceptions of and experiences with state-driven versus community-driven conservation initiatives. We conducted our research in 6 communities in southeastern Mexico. Formalization of local conservation initiatives did not seem to be based on local knowledge and practices. Although interviewees thought community-based initiatives generated less conflict than state-managed conservation initiatives, the community-based initiatives conformed to the biodiversity conservation paradigm that emphasizes restricted use of and access to resources. This restrictive approach to community-based conservation in Mexico, promoted through state and international conservation organizations, increased the area of protected land and had local support but was not built on locally relevant and multifunctional landscapes, a model that community-based conservation is assumed to advance.

Scientists Seen by Children A Case Study in Catalonia, Spain

Evidence shows that people in Western societies often have a stereotypical image of science and scientists, but studies have mainly focused on English-speaking countries. This article assesses children’s and adolescents’ perceptions of scientists in Catalonia, Spain. An analysis of the perceived image of scientists was conducted using 236 drawings. Findings suggest that Catalan children perceive scientists as stereotypical and that this image is dominant among boys older than 12 years. To reduce the gap between children’s perceptions and scientists’ reality, more efforts must be addressed from science communication research and science education institutions.

Contextualising Learning through the Participatory Construction of an Environmental Education Programme.

Strengthening links between school and community is critical for improving people’s participation in environmental issues. However, Mexican education programmes are generally unrelated to rural students’ life experience and are planned without considering either teachers’ or students’ opinions. This article describes the participatory construction of a preparatory school environmental education (EE) programme in Ixtlan de Juarez, a Mexican indigenous community internationally recognised for sustainable forest management. The qualitative research methods used are based on the action research methodology. Results from interviews conducted with the preparatory school’s headmaster, the coordinator, and nine teachers provided the needed documentation of the school site for contextualising learning activities. Feedback during focus groups with six students, three teachers, five local communal authorities, and two researchers highlighted that all participants perceived the need for creating an educational programme focused on local forest management. The contents and activities of the programme were designed by the focus group’s participants. The programme has been continuously taught by teachers and forest workers since 2005 and was officially integrated with the preparatory school science curriculum in 2006. This participative educational experience has thus transformed the mandatory school curriculum in Ixtlan.

The effects of processing non-timber forest products and trade partnerships on people's well-being and forest conservation in Amazonian societies.

This study evaluated whether processing non-timber forest products (NTFPs) and establishing trade partnerships between forest communities and companies enhance the outcomes of NTFP commercialization. In particular, we evaluated whether product processing, partnerships, or their combination was associated with a number of outcomes related to the well-being of forest inhabitants and forest conservation. We based our analyses on ethnographic and quantitative data (i.e., survey and systematic observations) gathered at seven communities from five societies of the Brazilian and Bolivian Amazon. Our results indicated that product processing and partnerships do not represent a silver bullet able to improve the results of NTFP commercialization in terms of well-being and conservation indicators. Compared with cases without interventions, households adopting partnerships but not product processing were most often associated with improved economic proxies of well-being (total income, NTFP income, food consumption and gender equality in income). In comparison, the combination of product processing and partnerships was associated with similar outcomes. Unexpectedly, product processing alone was associated with negative outcomes in the economic indicators of well-being. All of the investigated strategies were associated with less time spent in social and cultural activities. With respect to forest conservation, the strategies that included a partnership with or without processing produced similar results: while household deforestation tended to decrease, the hunting impact increased. Processing alone was also associated with higher levels of hunting, though it did not reduce deforestation. Our results indicate that establishing partnerships may enhance the outcomes of NTFP trade in terms of the financial outcomes of local communities, but practitioners need to use caution when adopting the processing strategy and they need to evaluate potential negative results for indicators of social and cultural activities. With respect to conservation, the three strategies are promising for reducing deforestation, but more pervasive impacts, such as hunting, might increase.

Meanings, drivers, and motivations for community-based conservation in Latin America

Indigenous and rural communities have developed strategies aimed at supporting their livelihoods and protecting biodiversity. Motivational factors underlying these local conservation strategies, however, are still a largely neglected topic. We aimed to enrich the conceptualization of community-based conservation by exploring trigger events and motivations that induce local people to be engaged in practical institutional arrangements for successful natural resource management and biodiversity conservation. By examining the history and development of three community conservation initiatives in Brazil, Mexico, and Bolivia, we have illustrated and discussed two main ways of understanding community-based conservation from the interaction between extrinsic and intrinsic motivations. First, incentive-based conservation policies can stimulate people’s economic interests and mobilize individual and collective behavior toward the formalization of conservation-oriented actions. Second, environmental justice concerns, such as international and national movements for the recognition of indigenous peoples’ rights, can support local people’s sense of autonomy and result in increased control over their territory and resources, as well as a renewed conservation commitment. The results are useful from a policy perspective because they provide insight into the governance of conservation development by bridging the gap between communities’ culturally based motivations for conservation, which are still embedded in customary institutions, and broader political and socioeconomic contexts.

Citizen Science Toward Transformative Learning

Citizen science can raise people’s understanding of science while helping scientists conduct their research. Yet its potential for driving transformative learning is empirically underexplored. We present the results of a preliminary study with secondary school students engaged in a long-term citizen science project, from the formulation of the research questions to data analysis and discussion. Students learnt about and increased their interest in neuroscience. They were also able to reflect on the role of science for society and valued their involvement as active participants in the research. We discuss the opportunities and challenges of approaching citizen science for transformative learning.