Participatory co-learning for human–wildlife coexistence: Reflections on a novel program applying systems thinking, nonviolent communication, and learning-based approaches
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: Ambio, Jahrgang 53, Nr. 10, 10.2024, S. 1479-1491.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Participatory co-learning for human–wildlife coexistence
T2 - Reflections on a novel program applying systems thinking, nonviolent communication, and learning-based approaches
AU - Kansky, Ruth
AU - Maassarani, Tarek
AU - Fischer, Joern
N1 - Publisher Copyright: © The Author(s) 2024.
PY - 2024/10
Y1 - 2024/10
N2 - As wildlife habitats become increasingly fragmented, sharing landscapes with wildlife is becoming difficult and complex. Because stakeholders with diverging interests struggle to collaborate to manage human–wildlife interactions, new approaches are needed. Here we reflect on a novel participatory learning program we implemented with farmers in communal conservancies in the Zambezi region of Namibia. The 9 week program aimed to understand why human–wildlife conflict remained a challenge. We combined three theoretical framings in the program design—systems thinking, nonviolent communication, and learning based approaches. We summarize key outcomes of each session and reflect on the overall program. We found a synergistic effect of the three framings and concluded that our integrated program had been a useful collaborative learning tool to understand the human–wildlife governance system, identify interventions, empower communities, and build capacity for collaboration to improve human wellbeing and human–wildlife interactions. Drawing on our experience, we make suggestions for how the program could be adapted for similar or other environmental problems elsewhere.
AB - As wildlife habitats become increasingly fragmented, sharing landscapes with wildlife is becoming difficult and complex. Because stakeholders with diverging interests struggle to collaborate to manage human–wildlife interactions, new approaches are needed. Here we reflect on a novel participatory learning program we implemented with farmers in communal conservancies in the Zambezi region of Namibia. The 9 week program aimed to understand why human–wildlife conflict remained a challenge. We combined three theoretical framings in the program design—systems thinking, nonviolent communication, and learning based approaches. We summarize key outcomes of each session and reflect on the overall program. We found a synergistic effect of the three framings and concluded that our integrated program had been a useful collaborative learning tool to understand the human–wildlife governance system, identify interventions, empower communities, and build capacity for collaboration to improve human wellbeing and human–wildlife interactions. Drawing on our experience, we make suggestions for how the program could be adapted for similar or other environmental problems elsewhere.
KW - Collaborative governance
KW - Human–wildlife conflict and coexistence
KW - Learning-based approach in natural resource management
KW - Nonviolent communication
KW - Systems thinking
KW - Wildlife governance
KW - Environmental Governance
KW - Environmental planning
UR - http://www.scopus.com/inward/record.url?scp=85193212663&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/ebe9456c-222f-34ff-b67f-e8ccb0b44bb7/
U2 - 10.1007/s13280-024-02032-5
DO - 10.1007/s13280-024-02032-5
M3 - Journal articles
C2 - 38755428
AN - SCOPUS:85193212663
VL - 53
SP - 1479
EP - 1491
JO - Ambio
JF - Ambio
SN - 0044-7447
IS - 10
ER -