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Participatory learning for transdisciplinary science in biosphere reserves

  • Biosphere reserves (BRs) are model regions for testing participatory approaches to establish a new relationship between human beings and nature. This requires changes in land use and in biodiversity and natural resource management. Driving changes of this kind is challenging. BRs, therefore, need knowledge about how to organize participatory processes, prevent conflict and encourage cooperation among multiple stakeholders including municipalities, land users and scientists. Learning, education, experimentation and participation across different cultural contexts play a major role in biosphere reserves. BRs are or should be Science for Sustainability support sites – special places for testing interdisciplinary approaches to understanding and managing changes and interactions between social and ecological systems, including conflict prevention and management of biodiversity. Universities can participate in this learning process by contributing theoretical and empirical knowledge. Moreover, as universities maintain academic neutralityBiosphere reserves (BRs) are model regions for testing participatory approaches to establish a new relationship between human beings and nature. This requires changes in land use and in biodiversity and natural resource management. Driving changes of this kind is challenging. BRs, therefore, need knowledge about how to organize participatory processes, prevent conflict and encourage cooperation among multiple stakeholders including municipalities, land users and scientists. Learning, education, experimentation and participation across different cultural contexts play a major role in biosphere reserves. BRs are or should be Science for Sustainability support sites – special places for testing interdisciplinary approaches to understanding and managing changes and interactions between social and ecological systems, including conflict prevention and management of biodiversity. Universities can participate in this learning process by contributing theoretical and empirical knowledge. Moreover, as universities maintain academic neutrality when it comes to the conflicts of interests among stakeholders in BRs, they can play the role of catalyst by initiating and reflecting on processes. With this role for universities, BRs would not only become places for research, but also places for participation and learning for sustainability. In this article, we outline this modified role with three examples of transformative research and teaching between German biosphere reserves and the Eberswalde University for Sustainable Development.show moreshow less

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Metadaten
Author:Heike Walk, Vera Luthardt, Benjamin NöltingORCiDGND
URN:urn:nbn:de:kobv:eb1-opus-5240
DOI:https://doi.org/10.4324/9780429428746
ISBN:9780429428746
Parent Title (English):UNESCO Biosphere Reserves
Publisher:Routledge
Editor:Maureen G. Reed, Martin F. Price
Document Type:Part of a Book
Language:English
Year of Completion:2019
Publishing Institution:Hochschule für nachhaltige Entwicklung Eberswalde
Release Date:2023/05/19
Page Number:12
Institutions / Departments:Fachbereich Landschaftsnutzung und Naturschutz
Fachbereich Wald und Umwelt
University Bibliography:University Bibliography
Peer-Review / Referiert
Licence (German):License LogoUrheberrechtsschutz
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