Shaping Transboundary Water Governance - How Learning Spaces Shape Transboundary River Basin Management Practices and Processes in the Omo-Turkana and Zambezi River Basins

This doctoral dissertation provides conceptual contributions to understanding and analysing transboundary river basin management practices and processes. The conceptual framework of this thesis is embedded in the social learning literature. This thesis builds on prior efforts by scholars (see Keen et al., 2005; Muro & Jeffrey, 2008; Newig et al., 2010; Pahl-Wostl, 2009; Reed et al., 2010; Schusler et al., 2003) to evaluate and analyze social learning processes. In particular, the concept of learning space as used in this thesis contributes to a deeper understanding of the context in which social learning occurs by combining an analysis of interactions, deliberations and reframing processes. Three research gaps are identified and addressed in this dissertation. First, conceptualisation and evaluation of social learning in emergent processes. Second, an analysis of how relational features (such as trust and shared identities) impact on social learning outcomes. Third, the lack in understanding of how contextual features (such as frames) shape social learning processes and influence transboundary river basin management practices. To address these gaps, this thesis employed case study approach of two transboundary river basins; the Omo-Turkana and Zambezi river basins in Africa. The two case studies fit a better understanding of transboundary river basin management processes and practices as both river basins are shared by different riparian states with competing interests. This thesis explores the general research question: How do learning spaces shape transboundary river basin management practices and processes? This thesis found that the success of transboundary basin cooperation lies not only in actors solving technical problems but also hugely relates to how actors interact with one another to build the needed capacity to address technical issues. As such, creating trust and shared identities, as well as paying attention to problem framing plays a considerable role in defining how actors learn. Overall, by incorporating concepts such as trust, shared identity and frames into the concept of learning space, this thesis was able to provide a better understanding of transboundary river basin management practices. Such a perspective could provide a deeper understanding of how management practices and institutions can be better designed

Communicating climate change for adaptation : challenges, successes and future priorities : information brief

Framing climate change messages in line with local contexts is crucial and greatly improves their effectiveness. Aside from the limitations of resource availability, adaptive capacity largely depends on the extent to which problems are understood, knowledge is accessible to vulnerable groups and policy makers, and adaptive responses are recognised and available. Power relations, gender roles, gender equality, and access to resources strongly influence whether and how vulnerable communities access climate information. Dialogue and public engagement can both enhance the understanding of climate change and encourage behavioural change. The policy brief focuses on communication strategies.UK Government’s Department for International Development (DfID

Evaluating trust and shared group identities in emergent social learning processes in the Zambezi river basin

Social learning in natural resource management is considered important for addressing complex problems by supporting multi-stakeholder interactions in problem framing and co-construction of solutions. Despite the considerable progress in the social learning discourse, few scholars have empirically examined relational features in social learning interactions. Relational features such as trust and shared group identities are important for supporting engagement and interaction among actors. This study analyzed emergent social learning processes in transboundary river basin cooperation processes in the Zambezi basin. To do this, data was conducted through in-depth interviews with diverse actors, observations of participatory workshops, and review of documents on transboundary cooperation processes in the Zambezi basin. The study evaluated how trust and shared group identities shaped learning spaces (opportunities for interaction, deliberation and reframing) and in turn impacted transboundary river basin cooperation. The study found that trust and shared group identities had a crucial impact on learning spaces and in turn impacted transboundary river basin cooperation in the Zambezi basin. The results suggest that leveraging on trust and shared group identities can play a critical role in stimulating cooperation processes. However, it is not a guarantee for cooperation. This study highlights that structural-learning spaces such as institutions support the development of binding commitments and enduring shared practices. However, success of such institutionalization is strongly influenced by the prior development of trust and a shared social identity

Narratives underlying research in African river basin management

River modifications through hydropower dams and other infrastructure have far-reaching economic, ecological and social effects that are viewed in highly contrasting ways depending on underlying narratives. As part of a Euro-African research consortium funded by the European Commission we studied pathways for sustainable river basin management in the Omo-Turkana basins in Ethiopia and Kenya. Based on a literature review, stakeholder workshops, targeted interviews and considering our own positionality, we identified underlying narratives related to (a) economic transformation and modernization, (b) indigenous rights and (c) nature conservation, which were all connected through water, energy, food and ecosystems within a (d) landscape nexus. Yet, we also identified a (e) living museum narrative suggesting that international advocacy for indigenous rights and nature conservation is a means through which Western societies want to preserve African societies in an "undeveloped" state. National governments use this narrative to silence external critique, while the tourism industry promotes it to advertise visits to pastoralist tribes. This narrative reveals powerful, yet largely ignored hindrances for collaborative projects resulting from cultural and historical biases in Euro-African collaborations. Based on our analysis, we argue that international research projects in sustainability sciences need to increase the transparency of open and hidden narratives that influence research directions and power relationships between scientific partners, also those using mostly technically-driven approaches. We emphasize that African landscapes are not to be viewed as living museums, and collaborative research should be based on fairness, respect, care, and honesty to allow for multiple narratives that underlie research.ISSN:1862-4065ISSN:1862-405