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 - 2024/5/16

Y1 - 2024/5/16

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

JO - Ambio

JF - Ambio

SN - 0044-7447

ER -