Attempting affirmative political ecologies: Collective transformative learning for social justice in Nepal's community forestry
Authors:
Sam Staddon
(University of Edinburgh)
,
Clare Barnes
(University of Edinburgh)
,
Dibya Devi Gurung
(Independent Consultant)
,
Gael Robertson
(University of Edinburgh)
,
Sanjaya Khatri
(Southasia Institute of Advanced Studies)
,
Sunil Pariyar Kumar
(Dalit Alliance for Natural Resources (DANAR))
,
Sarita Lama
(Independent Consultant)
,
Kaustuv Raj Neupane
(Southasia Institute of Advanced Studies & New Mexico State University)
,
Mala Rai
(Tribhuvan University)
,
Anita Shrestha
(National Trust for Nature Conservation)
,
Gitta Shrestha
(International Water Management Institute)
,
Sohan Lal Shrestha
(Rupantaran Nepal & Nepal Open University)
,
Srijana Shrestha
(Ministry of Forests and Environment & Chure Terai Madhesh Conservation Development Board)
,
Suchita Shrestha
(Southasia Institute of Advanced Studies)
,
Rachana Upadhyaya
(Southasia Institute of Advanced Studies & University of Bristol)
Abstract
Whilst political ecology scholarship has contributed much to articulating social injustices associated with Nepal's community forestry, here we took a different approach, by attempting an 'affirmative political ecology.' We drew on feminist and activist scholarship to inspire collective action that engaged directly with challenges of social justice and those charged with delivering it through their work. Guided by theories and practices of 'transformative learning' and a range of associated reflective practices, our participatory action research involved 4 facilitators and (up to) 25 participants who work across Nepal's forest bureaucracy (and for some, the wider community-based natural resource management sector). Together physically, remotely and through our writing, we reflect upon the operation of power in our professional – and personal – lives, exploring how that may enable a more informed and meaningful engagement with social justice within the workplace, and beyond. This article presents the process of our collective reflection and learning, and shares some of its initial outcomes based on the experiences of the 15 co-authors. Whilst 'simply' having the time and space to come together was hugely important, it was the form and feel of that space that was particularly significant, as we focused on co-creating a safe space which was non-judgmental and based on mutual respect, enabling comfortable and open discussion of often unspoken and uncomfortable issues. Ultimately, this article argues that collective practices of reflection and transformative learning can create shared learning, understanding, empathy and solidarity, and thus that it offers hope in the face of on-going social injustices. It therefore urges political ecologists to work towards such caring and affirmative collective engagements with practitioners as one way in which to affect change.
Keywords: social justice, transformative learning, affirmative political ecology, practitioners, action research
How to Cite:
Staddon, S. & Barnes, C. & Gurung, D. D. & Robertson, G. & Khatri, S. & Kumar, S. P. & Lama, S. & Neupane, K. R. & Rai, M. & Shrestha, A. & Shrestha, G. & Shrestha, S. L. & Shrestha, S. & Shrestha, S. & Upadhyaya, R., (2023) “Attempting affirmative political ecologies: Collective transformative learning for social justice in Nepal's community forestry”, Journal of Political Ecology 30(1). doi: https://doi.org/10.2458/jpe.5598
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Funding
- School of GeoSciences, University of Edinburgh