Lessons from the Australian Landcare Movement (Woodhill)

From 'Sustainability, Social Learning and the Democratic Imperative: Lessons from the Australian Landcare Movement' (Woodhill, 2002, in Blackmore, 2010, ch. 4):

• “Local level community action with an emphasis on stakeholder participation and empowerment” (Woodhill, 2002, in Blackmore, 2010, p. 58).
• “Deeper structural causes” (Woodhill, 2002, in Blackmore, 2010, p. 58).
• From the “technocentric” to a progressive-but-limited “localism” “era” on to “institutionalist” era, engaging with “meso- and macro-scales” (Woodhill, 2002, in Blackmore, 2010, p. 59).
• “Risk society”; modernised society has become reflexive, a manufactured environment of its “own internal risks” (Woodhill, 2002, in Blackmore, 2010, pp. 59-), leading to a “democratic imperative” for radical, participatory, localised democracy (not satisfied by existing ideologies) [?] ...  (cf. Woodhill, 2002, in Blackmore, 2010, pp. 60-61).
• Social learning: local, community participation building to wider involvement;

(Woodhill, 2002, in Blackmore, 2010, p. 62).


(cf. Woodhill, 2002, in Blackmore, 2010, pp. 63-64).

• The "dangerous" idea of the ultimacy of the "fate of the market" (Woodhill, 2002, in Blackmore, 2010, p. 63).

Elements of a paradigm of social learning;

1. Philosophical reflection
2. Methodological pluralism
3. Institutional design and social practices

(Woodhill, 2002, in Blackmore, 2010, pp. 64-).

Eight principles for facilitating institutional design;

1. Self-organisation
2. Cultivation of Social Capital
3. Facilitated Coordination
4. Institutional Diversity
5. Local – Global Dialectics
6. Multi-layered Democratic Participation
7. Autonomous and Integrative Knowledge Systems
8. Meta-Reflexiveness

(Woodhill, 2002, in Blackmore, 2010, pp. 67-).

See: Environment-related links.