RESILIENCE LEARNING The role of social differentiation in social learning

Working Definition Social learning may be defined as a change in understanding that goes beyond the individual to become situated within wider social units or communities of practice through social interactions between actors within social networks (Reed et al. 2010)

Identifying the vulnerable “assuming that high levels of interaction between stakeholders in any given situation will lead to social learning is simplistic, and a deeper understanding of the context, power dynamics, and values that influence the ability of people and organizations to manage natural resources effectively is necessary” (Reed et al. 2010).

QUESTIONS What types of learning can be catalyzed by identifying socially differentiated audiences – shared needs, values and norms? Can social learning about effective adaptive strategies, tools and approaches be mobilized to accelerate socially appropriate capacity-building and adaptive responses among socially differentiated groups?

LEARNING LOOPS Question: What are the right things to do? Purpose: Find out what are the right things to do. Triple Loop: Transformative Question: Are we doing the right things? Purpose: How to do the right things. Second Loop: Communicative Question: Are we doing things right? Purpose: How to do things the right way. First Loop: Instrumental Adapted from Yuen et al. 2012

THEORETICAL FRAMEWORK Context: particular consideration given to existing power dynamics in local, socio-ecological systems and ways of identifying vulnerable, socially differentiated groups. Researcher-user interface: exchange of knowledge, perspectives, ideas and needs leads to a change in understanding (and practice) Social learning: particular edmphasis on the role of knowledge for learning: instrumental, communicative and transformative Scale and channels through which learning occurs: how information and change in practice moves beyond the individual across social groups and networks

METHODOLOGICAL FRAMEWORK Types of LearningInterface with UsersMethodological Approach TRIPLE LOOP: Transformative learning Learning goal: What is the right thing to do? HYBRID INTERFACE Bi-directional exchange of knowledge, values, assumptions, norms and epistemologies. CO-CREATION Purpose: Find out what are the right things to do DOUBLE LOOP: Communicative Learning Learning goal: Are we doing the right things? ENGAGEMENT INTERFACE Participatory engagement of users/stakeholders in determining relevance and legitimacy of knowledge and approach. PARTICIPATORY ACTION RESEARCH Purpose: How to do the right things SINGLE LOOP: Instrumental Learning Learning goal: Are we doing things right? TRANSMISSION INTERFACE Strategic communication of knowledge from researchers to users. CONTEXTUAL INQUIRY Purpose: How to do things the right way

EXPLORATORY SCAN Identify activities related to social learning with a particular focus on social differentiation; 52 projects identified across all research centres Document analysis and innovative coding methods for identified S-LSD projects; Triple loop learning and social differentiation (5) Double loop learning and social differentiation (15) Semi-structured interviews for identified projects Identification of CGIAR “champions” of social learning with an emphasis on social differentiation.

INTERVIEWS # of interviewees contacted = 28 % of interviews (n = 10) = 36% success # of contact points = 169 # of CG units included/represented = 7/15 # of external organizations represented = 2

FINDINGS

Women (IRRI; AfricaRice) CodeFinding ContextMake visible the ways women are part of family agriculture and agricultural production to researchers InterfaceBaseline studies and surveys; Participatory varietal selection; asked separately about preferences and adaptive strategies LearningPreferences for early maturing varieties; faster cooking varieties; varieties easier to thresh; fodder for animals ChannelWomen’s formal and informal networks; farmer-to-farmer learning videos OutcomeEarly-maturing varieties developed and distributed to women

Traditional Knowledge (CIP) CodeFindings ContextUnderstand biodiversity – potato varieties shifting with climate change InterfaceUse satellite maps; farmers identify own and record what potatoes grown where LearningFarmers identify traditional varieties; still grown for food security ChannelCommunity by community - researchers invited Outcomescontribute to scientific database on varieties; farmers to access populated maps and database; new varieties for market and for adaptive strategies under changing climate conditions

Socio-economic status (CIAT) CodeFindings ContextSupply and value chain analysis from global suppliers to producers; links rural poor with market opportunities InterfaceLearning Alliances over long-term - workshops; fieldtrips; interviews; exchange btwn suppliers, producers, researchers LearningEmphasis on changing practices within the system to suit all needs ChannelExecutive levels; local producers; Learning Alliance annual workshops; quarterly check-ins OutcomesProducers enter market with price set; legitimacy is enhanced through the partnerships of the Alliance; consistent interactions lead to learning over longer-term

INTERFACES & LEARNING Many centres using participatory action research Women and traditional groups are being brought into the research process Make invisible labour and/or knowledge visible CIP developing understanding of adaptive strategies Learning is occurring across loops The quality of learning is determined by i) the bi- directional exchange of knowledge, assumptions and worldviews, ii) an emphasis on learning over time (rather than action right now) Process, outcomes and operational learning

THOUGHTS Socially differentiated groups may share values, norms and circumstance that may operate as a conduit for transformative learning i.e. “Women have strong and organized networks that could easily be used for interventions” (Kakota et al. 2011) In what ways does longer term learning partnerships have the potential for transformative learning (i.e. Learning Alliances)? Key distinctions between social learning and participatory action research? To what extent could learning be traced by monitoring and reassessing participatory action research projects?