Impacts of the water framework directive on learning and knowledge practices in a Swedish catchment. (1st October 2018)

• Record Type: Journal Article
• Authors: Dawson, Lucas; Persson, Klas; Balfors, Berit; Mörtberg, Ulla; Jarsjö, Jerker
• Is Part Of: Journal of environmental management. Volume 223(2018)
• Page Start: 731
• Page End: 742
• Publication Date: 2018-10-01
• Subjects: Water framework directive -- Sustainable water governance -- Collaborative learning -- Knowledge management -- Communities of practice; Environmental policy -- Periodicals; Environmental management -- Periodicals; Environment -- Periodicals; Ecology -- Periodicals; 363.705
• DOI: 10.1016/j.jenvman.2018.06.054
• Languages: English
• ISSNs: 0301-4797

Abstract

Abstract: Catchments are complex social-ecological systems involving multiple, and often competing, interests. Water governance and management regimes are increasingly embracing pluralistic, participatory, and holistic norms as a means to engage with issues of complexity, uncertainty, and value-conflicts. Integrated, participatory approaches are theoretically linked to improved learning amongst stakeholders across sectors and decision-making that is grounded in shared knowledge, experiences and scientific evidence. However, few studies have empirically examined the impacts of an integrated approach to learning and knowledge practices related to water resources. Here, a Swedish sub-catchment that has adopted such an approach in association with implementation of the European Water Framework Directive (WFD) is examined. Interview-based analyses show that WFD implementation has both helped and hindered learning and knowledge practices surrounding both water planning and spatial planning. Whilst communities of practice have developed in the study area, a number of important challenges remain. These include the rigid goal-orientation of the WFD, the fragmentation of knowledge caused by an over-reliance on external consultants, as well as a lack of resources to synthesise information from multiple sources. Present results raise questions regarding the efficacy of the WFD to sufficiently enable the development of learning and knowledge practices capable of handling the complexity, uncertainties and value-conflicts facing catchments in Sweden and elsewhere. Highlights: The Water Framework Directive both helps and hinders learning and knowledge practices. Learning processes are dominated by unidirectional information flows. Stakeholder involvement is often purely pragmatic or due to personal relations. Very few learning processes include the active participation of decision-makers. Knowledge processes are influenced by the Swedish Public Procurement Act.