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A Decade of Learning about Publics, Participation, and Climate Change: Institutionalising Reflexivity?

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  • Helen Pallett
  • Jason Chilvers

Abstract

Building on previous studies of participatory learning amongst individuals within discrete participation processes, the authors examine organisationally situated processes of learning related to public participation in science and environmental governance. Qualitative analysis of documents and semistructured interviews is used to explore frames of participation, publics, and the issue of climate change, both transforming and stable. This illuminates trends of learning in the context of the organisational network around the UK Government-funded body Sciencewise and related organisations, from 2000 to 2010. It is argued that formal organisational learning mechanisms foster instrumental learning, precluding reflective and relational learning which could potentially transform organisational assumptions and routines around participation. However, informal social networks have promoted transformative social learning and reflexivity at particular moments during the decade.

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  • Helen Pallett & Jason Chilvers, 2013. "A Decade of Learning about Publics, Participation, and Climate Change: Institutionalising Reflexivity?," Environment and Planning A, , vol. 45(5), pages 1162-1183, May.
    • Handle: RePEc:sae:envira:v:45:y:2013:i:5:p:1162-1183
    DOI: 10.1068/a45252
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    References listed on IDEAS

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    3. Carolyn M. Hendriks, 2006. "Integrated Deliberation: Reconciling Civil Society's Dual Role in Deliberative Democracy," Political Studies, Political Studies Association, vol. 54, pages 486-508, October.
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    5. Phil Macnaghten & Jason Chilvers, 2014. "The Future of Science Governance: Publics, Policies, Practices," Environment and Planning C, , vol. 32(3), pages 530-548, June.
    6. Joshua B Cohen, 2022. "Institutionalizing public engagement in research and innovation: Toward the construction of institutional entrepreneurial collectives [Limits of Decentered Governance in Science-society Policies]," Science and Public Policy, Oxford University Press, vol. 49(5), pages 673-685.

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