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Researcher–Planner Dialogue on Environmental Justice and Its Knowledges—A Means to Encourage Social Learning Towards Sustainability

Author

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  • Aino Rekola

    (Environmental Policy Center, Finnish Environment Institute (SYKE), P.O. Box 140; FIN-00251 Helsinki, Finland)

  • Riikka Paloniemi

    (Environmental Policy Center, Finnish Environment Institute (SYKE), P.O. Box 140; FIN-00251 Helsinki, Finland)

Abstract

Societies aiming for a sustainable future need more effective and legitimate planning and decision making practices, in which various actors together find pathways towards a sustainable transition. In this paper, we approach sustainability and environmental justice as epistemological (and ontological) challenges for land-use planning, and empirically analyse how action research could support planners’ social learning and planning towards fair and sustainable development. We analysed qualitatively the evolution of the researcher–planner dialogue while co-designing and developing better methods, means and practices to improve environmental justice in regional scale planning in Kymenlaakso Region, South-East Finland. We found that researcher-planner dialogue developed during cooperation. While in the beginning, social learning related to approaching environmental justice as a fair distribution of power evolved incrementally, later, when dialogue became more focused, communicative and reflective as an outcome of mutual frames and trust, learning occurred in a more transformative way. Such transformative learning concerned recognising youth as a silent group in the planning process and the means to involve their perceptions in planning. In order to support sustainability transformation in the future, we conclude that it is essential to create opportunities for such incremental and transformative social learning through innovative modes of interaction in various contexts.

Suggested Citation

  • Aino Rekola & Riikka Paloniemi, 2018. "Researcher–Planner Dialogue on Environmental Justice and Its Knowledges—A Means to Encourage Social Learning Towards Sustainability," Sustainability, MDPI, vol. 10(8), pages 1-21, July.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:8:p:2601-:d:159734
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    References listed on IDEAS

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    1. Sari Puustinen & Raine Mäntysalo & Jonne Hytönen & Karoliina Jarenko, 2017. "The “deliberative bureaucrat”: deliberative democracy and institutional trust in the jurisdiction of the Finnish planner," Planning Theory & Practice, Taylor & Francis Journals, vol. 18(1), pages 71-88, January.
    2. Rodela, Romina & Cundill, Georgina & Wals, Arjen E.J., 2012. "An analysis of the methodological underpinnings of social learning research in natural resource management," Ecological Economics, Elsevier, vol. 77(C), pages 16-26.
    3. Bernard Burnes, 2004. "Kurt Lewin and the Planned Approach to Change: A Re‐appraisal," Journal of Management Studies, Wiley Blackwell, vol. 41(6), pages 977-1002, September.
    4. John F. Forester, 1999. "The Deliberative Practitioner: Encouraging Participatory Planning Processes," MIT Press Books, The MIT Press, edition 1, volume 1, number 0262561220, April.
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    Cited by:

    1. Yuliang Jiang & Yufeng Yang, 2022. "Environmental Justice in Greater Los Angeles: Impacts of Spatial and Ethnic Factors on Residents’ Socioeconomic and Health Status," IJERPH, MDPI, vol. 19(9), pages 1-26, April.

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