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Search: WFRF:(Bridgewater Peter)

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  • Borie, Maude, et al. (author)
  • Institutionalising reflexivity? Transformative learning and the Intergovernmental science-policy Platform on Biodiversity and Ecosystem Services (IPBES)
  • 2020
  • In: Environmental Science and Policy. - : Elsevier. - 1462-9011 .- 1873-6416. ; 110, s. 71-76
  • Journal article (peer-reviewed)abstract
    • In the wake of controversies surrounding both the legitimacy and effectiveness of intergovernmental expert organisations, the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) was established in 2012 as a new intergovernmental expert organisation with the explicit mandate to move beyond ‘one-size-fits-it-all’ approaches. During its first eight years of operating, this attempt to ‘do different’ has made IPBES develop into a space for individual, experiential, and organisational learning and has made significant progress towards becoming a ‘learning organisation’. However, learning can take different forms. Looking towards the future development of IPBES, the importance of transformative learning and the need to establish institutional reflexive processes in which this transformative learning can take place will be critical. IPBES has a number of novel features, three key features facilitating transformative learning are its ambitious principles and inclusive approach to a wide range expertise and knowledges, its fellowship programme, and commitment to a transparent and on-going review process. While IPBES’ social organisation is significantly different from previous initiatives and has created opportunities for transformative learning, not all learning and all changes that have taken place have been reflexive and some innovative features also have had unintended consequences for the results of the learning activities. As a result, to live up to its ambitions of contributing to positive and transformative societal and environmental change, IPBES must strengthen its capacity for transformative learning. Some proposals on how to systemise it further are outlined.
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  • Hill, Rosemary, et al. (author)
  • Working with Indigenous, local and scientific knowledge in assessments of nature and nature's linkages with people
  • 2020
  • In: Current Opinion in Environmental Sustainability. - : Elsevier BV. - 1877-3435 .- 1877-3443. ; 43, s. 8-20
  • Journal article (peer-reviewed)abstract
    • Working with indigenous and local knowledge (ILK) is vital for inclusive assessments of nature and nature's linkages with people. Indigenous peoples' concepts about what constitutes sustainability, for example, differ markedly from dominant sustainability discourses. The Intergovernmental Platform on Biodiversity and Ecosystems Services (IPBES) is promoting dialogue across different knowledge systems globally. In 2017, member states of IPBES adopted an ILK Approach including: procedures for assessments of nature and nature's linkages with people; a participatory mechanism; and institutional arrangements for including indigenous peoples and local communities. We present this Approach and analyse how it supports ILK in IPBES assessments through: respecting rights; supporting care and mutuality; strengthening communities and their knowledge systems; and supporting knowledge exchange. Customary institutions that ensure the integrity of ILK, effective empowering dialogues, and shared governance are among critical capacities that enable inclusion of diverse conceptualizations of sustainability in assessments.
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