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Social learning in a policy-mandated collaboration: community wildfire protection planning in the eastern United States

Author

Listed:
  • Rachel Brummel
  • Kristen Nelson
  • Stephanie Grayzeck Souter
  • Pamela Jakes
  • Daniel Williams

Abstract

Policies such as the US Healthy Forests Restoration Act (HFRA) mandate collaboration in planning to create benefits such as social learning and shared understanding among partners. However, some question the ability of top-down policy to foster successful local collaboration. Through in-depth interviews and document analysis, this paper investigates social learning and transformative learning in three case studies of Community Wildfire Protection Planning (CWPP), a policy-mandated collaboration under HFRA. Not all CWPP groups engaged in social learning. Those that did learned most about organisational priorities and values through communicative learning. Few participants gained new skills or knowledge through instrumental learning. CWPP groups had to commit to learning, but the design of the collaborative-mandate influenced the type of learning that was most likely to occur. This research suggests a potential role for top-down policy in setting the structural context for learning at the local level, but also confirms the importance of collaborative context and process in fostering social learning.

Suggested Citation

  • Rachel Brummel & Kristen Nelson & Stephanie Grayzeck Souter & Pamela Jakes & Daniel Williams, 2010. "Social learning in a policy-mandated collaboration: community wildfire protection planning in the eastern United States," Journal of Environmental Planning and Management, Taylor & Francis Journals, vol. 53(6), pages 681-699.
  • Handle: RePEc:taf:jenpmg:v:53:y:2010:i:6:p:681-699
    DOI: 10.1080/09640568.2010.488090
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    Citations

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    Cited by:

    1. Melanie Feeney & Therese Grohnert & Wim Gijselaers & Pim Martens, 2023. "Organizations, Learning, and Sustainability: A Cross-Disciplinary Review and Research Agenda," Journal of Business Ethics, Springer, vol. 184(1), pages 217-235, April.
    2. Eckerberg, Katarina & Buizer, Marleen, 2017. "Promises and dilemmas in forest fire management decision-making: Exploring conditions for community engagement in Australia and Sweden," Forest Policy and Economics, Elsevier, vol. 80(C), pages 133-140.
    3. Andrea K. Gerlak & Tanya Heikkila & Sharon L. Smolinski & Dave Huitema & Derek Armitage, 2018. "Learning our way out of environmental policy problems: a review of the scholarship," Policy Sciences, Springer;Society of Policy Sciences, vol. 51(3), pages 335-371, September.
    4. Abby Lindsay, 2018. "Social learning as an adaptive measure to prepare for climate change impacts on water provision in Peru," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 8(4), pages 477-487, December.
    5. Ma, Zhao & Clarke, Mysha & Church, Sarah P., 2018. "Insights into individual and cooperative invasive plant management on family forestlands," Land Use Policy, Elsevier, vol. 75(C), pages 682-693.
    6. Joel Hartter & Forrest R Stevens & Lawrence C Hamilton & Russell G Congalton & Mark J Ducey & Paul T Oester, 2015. "Modelling Associations between Public Understanding, Engagement and Forest Conditions in the Inland Northwest, USA," PLOS ONE, Public Library of Science, vol. 10(2), pages 1-25, February.
    7. Hansen, Winslow D. & Naughton, Helen T., 2013. "The effects of a spruce bark beetle outbreak and wildfires on property values in the wildland–urban interface of south-central Alaska, USA," Ecological Economics, Elsevier, vol. 96(C), pages 141-154.
    8. Andres M. Urcuqui-Bustamante & Theresa L. Selfa & Paul Hirsch & Catherine M. Ashcraft, 2021. "Uncovering Stakeholder Participation in Payment for Hydrological Services (PHS) Program Decision Making in Mexico and Colombia," Sustainability, MDPI, vol. 13(15), pages 1-26, July.

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