Moving from sustainable management to sustainable governance of natural resources: The role of social learning processes in rural India, Bolivia and Mali

The present paper discusses a conceptual, methodological and practical framework within which the limitations of the conventional notion of natural resource management (NRM) can be overcome. NRM is understood as the application of scientific ecological knowledge to resource management. By including a consideration of the normative imperatives that arise from scientific ecological knowledge and submitting them to public scrutiny, ‘sustainable management of natural resources’ can be recontextualised as ‘sustainable governance of natural resources’. This in turn makes it possible to place the politically neutralising discourse of ‘management’ in a space for wider societal debate, in which the different actors involved can deliberate and negotiate the norms, rules and power relations related to natural resource use and sustainable development. The transformation of sustainable management into sustainable governance of natural resources can be conceptualised as a social learning process involving scientists, experts, politicians and local actors, and their corresponding scientific and non-scientific knowledges. The social learning process is the result of what Habermas has described as ‘communicative action’, in contrast to ‘strategic action’. Sustainable governance of natural resources thus requires a new space for communicative action aiming at shared, intersubjectively validated definitions of actual situations and the goals and means required for transforming current norms, rules and power relations in order to achieve sustainable development. Case studies from rural India, Bolivia and Mali explore the potentials and limitations for broadening communicative action through an intensification of social learning processes at the interface of local and external knowledge. Key factors that enable or hinder the transformation of sustainable management into sustainable governance of natural resources through social learning processes and communicative action are discussed.

Scientists’ situated knowledge: Strong objectivity in transdisciplinarity

Although transdisciplinary research has started addressing important epistemological challenges, as evidenced by the discussion about ‘mode 2’ knowledge production, its relation with postulations of ‘scientific objectivity’ is not yet well clarified. A common way of dealing with the epistemological challenge of situated knowledge production, as proposed by transdisciplinarity, is to point to the fundamental aspect of reflexivity. But reflexivity also includes being aware that power and control over the object is derived from the social position of researchers, an issue not often explicitly discussed in transdisciplinary research. Reflexivity thus represents an important but insufficient principle for guaranteeing appropriate levels of self-reflection within a process of knowledge coproduction. We therefore hypothesize that transdisciplinary research could greatly benefit from feminist scientific tradition, in particular the insights of standpoint theory and the concept of ‘strong objectivity’. We analyse, and reflect upon, how a recent transdisciplinary research initiative – conducted together with civil society organizations in (CSOs) in six countries: Bangladesh, Bolivia, Brazil, Burkina Faso, Ecuador and India – has benefited from the use of ‘strong objectivity’. We analyse how the social position of all stakeholders, including ourselves as the scientific actors in this initiative, influence the process and conditions of transdisciplinary knowledge co-production, and we discuss how power and control by scientists affects the process and conditions of interaction. Thereby we argue for the necessity of explicitly assuming sides in contested contexts for reaching objectivity in transdisciplinary research.