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Prospects for learning in river management: Exploring the initial implementation of the Water Framework Directive in a Swedish river basin
Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.ORCID iD: 0000-0003-1631-0591
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.ORCID iD: 0000-0003-3133-5869
2014 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 20, no 2, p. 161-176Article in journal (Refereed) Published
Abstract [en]

This case study explores the initial implementation of the EU Water Framework Directive (WFD) in the Lule River basin, Sweden, examining how and to what extent administrative procedures enable learning through dialogue and stakeholder collaboration. Theorising on adaptive co-management and social learning is used to structure what is to be learnt, how and by whom. Qualitative content analyses of policy documents, responses from consultation procedures and interviews show that there are opportunities for stakeholder involvement and dialogue in organizational settings of various kinds, but as the number of affected interest is large and difficult to demarcate many interests lack a formal channel for influence. It is primarily through poorly attended Water Council meetings and during the consultation process prior to decisions on management plans that all affected interests can voice their opinions. Consultation processes represent one-way communication rather than dialogue and the ones examined are strongly focused on scientific rather than experience based knowledge. If language is to be used productively to assist the constitution of relevant knowledge in the implementation of the WFD, it is important to find ways of communication that can serve as a platform for common meaning making among a large number of diverse societal actors.

Abstract [sv]

I fallstudien undersöks införandet av EU:s ramdirektiv för vatten i Luleälven avrinningsområde. I vilken utsträckning möjliggörs lärande genom dialog bland deltagande särintressen? Teorier om adaptiv samförvaltning och socialt lärande används för att strukturera analysen av vad som skall läras, hur och av vem. Kvalitativ innehållsanalys av policydokument, intervjuer m.m. visar att det finns goda möjligheter till aktörssamverkan och dialog i den pågående vattenförvaltningen, främst inom Vattenråden, men då antalet berörda intressen är mycket stort och svårt att avgränsa är det många vars kunskap inte uppmärksammas. Studien visar att det främst är erfarenhetsbaserad kunskap som inte når vattenförvaltningen. Samrådsförfarandet inför beslut om förvaltningsplaner och åtgärdsprogram är exempelvis starkt fokuserat på vetenskaplig kunskap och utgör envägskommunikation (snarare än dialog) i förhållande till allmänhet och organiserade särintressen. Studien efterlyser sätt att kommunicera som kan underlätta kunskapsbildande och gemensamt meningsskapande bland ett stort antal aktörer.

Place, publisher, year, edition, pages
2014. Vol. 20, no 2, p. 161-176
Keywords [en]
Social sciences - Political science
Keywords [sv]
Socialvetenskap - Statsvetenskap
National Category
Political Science (excluding Public Administration Studies and Globalisation Studies) Pedagogy
Research subject
Political Science; Education
Identifiers
URN: urn:nbn:se:ltu:diva-10115DOI: 10.1080/13504622.2013.780585ISI: 000332275200002Scopus ID: 2-s2.0-84897646929Local ID: 8dca6a70-a07a-4745-a490-3028317d1589OAI: oai:DiVA.org:ltu-10115DiVA, id: diva2:983055
Note
Validerad; 2014; 20130517 (carlun)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-07-10Bibliographically approved

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Lundmark, CarinaJonsson, Gunnar

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