Bonatti Michelle, Erismann Carla, Askhabalieva Ayna, Borba Juliano, Pope Kamila, Reynaldo Renata, Eufemia Luca, Turetta Ana Paula, Sieber Stefan
Leibniz Centre for Agricultural Landscape Research (ZALF E. V), 15374 Müncheberg, Germany.
Department of Agricultural Economics, Humboldt University of Berlin, 10099 Berlin, Germany.
Environ Dev Sustain. 2022 Feb 26:1-19. doi: 10.1007/s10668-022-02167-z.
In neglected communities, waste and organic residues are not only a vector of several problems, like diseases and water pollution, but also a contributor to increasing forms of vulnerability and marginalization. At the same time, these communities also have presented innovative local initiatives and transformative learning about natural resources management that can be a vehicle for achieving more sustainable food systems. In the south of Brazil, community-based organic residue management has shown an extraordinary potential to improve food security and livelihoods for (≈1600) community members of a vulnerable urban territory. In this context, the overall objective of this article is (a) To better understand what Social Learning (SL) processes related to successful organic residues management in neglected communities exist and (b) To identify what knowledge systems are created in one empirical case. The study case is based on a communitarian waste management project, the Bucket Revolution Project (BRP). The analytical framework builds upon social learning theory and its triple-loop process focusing on four specific phenomena. The applied mixed-methods approach was made in four steps: 1. a focus group to investigate collective community issues; 2. semi-structured interviews to investigate specific and individual issues in the context of the BRP; 3. social media analysis to better understand the BRP narratives; and finally 4. participant observation in community and institutional meetings. Mainly using MaxQda software and coding indicators of SL, the data show that "Diversity of knowledge integration" is the most identified SL indicator in the interviews (52%). For BRP, identity development, community conditions improvement, and environment understanding are three key components of the knowledge system enhanced through an underlying process of social learning. Furthermore, the study also shows that there are endogenous and exogenous social learning processes at work.
在被忽视的社区，废物和有机残留物不仅是疾病和水污染等诸多问题的载体，也是导致脆弱性和边缘化形式不断增加的一个因素。与此同时，这些社区还展现出了创新性的地方举措以及关于自然资源管理的变革性学习，这可以成为实现更可持续粮食系统的一种手段。在巴西南部，基于社区的有机残留物管理已显示出巨大潜力，可改善一个脆弱城市地区约1600名社区成员的粮食安全和生计。在此背景下，本文的总体目标是：(a) 更好地了解在被忽视社区中与成功的有机残留物管理相关的社会学习（SL）过程有哪些；(b) 确定在一个实证案例中创建了哪些知识体系。该研究案例基于一个社区废物管理项目，即桶革命项目（BRP）。分析框架以社会学习理论及其关注四个特定现象的三重循环过程为基础。所采用的混合方法分四个步骤进行：1. 一个焦点小组，以调查社区集体问题；2. 半结构化访谈，以调查BRP背景下的具体和个体问题；3. 社交媒体分析，以更好地理解BRP的叙述；最后4. 参与社区和机构会议的观察。主要使用MaxQda软件和SL的编码指标，数据显示，“知识整合的多样性”是访谈中最常被提及的SL指标（52%）。对于BRP而言，身份认同发展、社区条件改善和环境理解是通过社会学习这一潜在过程得以强化的知识体系的三个关键组成部分。此外，该研究还表明，存在着内生和外生的社会学习过程在发挥作用。
