Opportunities and limitations to social learning for sustainability: empirical insights from a participatory approach to community-based resource management in the Philippines

• Published in: International journal of agricultural sustainability Vol. 21; no. 1
• Main Authors: Allasiw, Doreen Ingosan, Tanaka, Toshinori, Kudo, Shogo, Mino, Takashi
• Format: Journal Article
• Language: English
• Published: London Taylor & Francis 31-12-2023; Taylor & Francis Ltd; Taylor & Francis Group
• Subjects: Case studies; Community involvement; Community participation; Irrigation; Irrigation systems; Learning; Participatory approach; social learning; sustainability; community-based irrigation management; institutions; collective action; conflict resolution; Resource management; Social discrimination learning; Sustainable development; Water management; Philippines
• ISSN: 1473-5903; 1747-762X
• DOI: 10.1080/14735903.2023.2239075

Social learning is increasingly identified as a valuable tool in the pursuit of sustainable development agenda in the same manner that participatory processes are seen as important avenues for creating social learning situations. Through an empirical case study of participatory processes undertaken to rehabilitate a community-based irrigation system in the Philippines, this study explores two interrelated questions: what feature of the participatory irrigation management approach implemented in the Philippines facilitates social learning, and what were the limiting factors for its long-term success? One of the most prominent features of participatory approaches elucidated in this case study is the integration of traditional institutions into more contemporary formalized farmer associations. While this approach helped legitimize intervention and enhanced local cooperation for a successful project implementation, our findings underscores the need for carefully designed participatory processes that are specifically aimed at creating long term learning outcomes. Further study is recommended to further explore how social learning can be facilitated beyond the intervention phase of project-based participatory approaches.