The impact of conflicting interests on learning in collaborative processes

Keywords: landscape use, conflicting interests, collaborative process, environmental governance
Abstract Type: Paper Abstract

Abstract

Learning in collaborative settings is claimed to be a central part of planning and policy-making aiming at transformation towards sustainable landscape use. Processes, where stakeholders share experiences and knowledge, can make different needs visible and possible to take into account. Transformative learning requires reconsideration of frames of reference and assumptions. Research in the field is often normative claiming learning in collaborative processes to be positive, however, some scholars call for research with a critical approach, with a focus on power and conflicts. The aim was to explore how learning in collaborative settings in forest governance was affected by conflicting interests among stakeholders. The case studied was the National Forest Program in Sweden under which regional forest strategies were formulated. Conflicting interests, e.g., between forestry, reindeer husbandry, nature conservation, and tourism have a considerable impact on Swedish forest governance. Interviews with participants in regional policy processes were conducted and preliminary results from the study showed that conflicts dominated the experience of the collaborative process; both the learning taking place and the outcome of learning were related to conflicts. Increased understanding of other interests´ perspectives, needs, and conditions for use was the most prominent result, yet it didn´t result in a change in power relations. Participants expressed forestry knowledge and scientific knowledge to influence policy-making in the process the most. Thus, power relations and hierarchies of knowledge are central to understanding learning. Preconceptions that learning always leads to something positive for example ease of conflict are not evident.