Professional Documents
Culture Documents
Introduction
A major contribution to the success of Community Based Natural Resource
Management (CBNRM) projects is learning from each other and creating an enabling
environment for equal participation. We are all learners and educators and we all aim
to make meaningful contributions towards the success of the CBNRM project.
Working together
A CBNRM initiative brings together stakeholders from different backgrounds as partners
in a strategic alliance around a shared common interest. One the most valuable
resources in a CBRNM initiative is the diversity of knowledge among these stakeholders.
Each partner agency or group brings with it a different position, perspective and
knowledge into the initiative. There is need to recognise these divergent views and
sources of knowledge and to utilise them for the benefit of the project. Through working
together in a collaborative manner these diverse knowledge can be effectively
harnessed to:
Develop a shared vision, goals and objectives about CBNRM;
Identify key problems, issues and opportunities for CBNRM;
Take actions to find both short term and long term solutions to problems
and to take advantage of arising opportunities; and to
Learn from project implementation actions and make changes as needed.
Learning together
Due to their dynamic nature and contextual diversity, CBNRM processes are complex
and evolving systems. Such processes require the continuous development and/or
acquisition of relevant knowledge, skills, attitudes and behaviours necessary to resolve
problems towards achieving socio-economic and ecological sustenance. Therefore any
CBRNM process provides an continuous opportunity to learn and to adapt.
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Rhodes University - Community Based Natural Resource Management Course
“CBNRM: Getting the Building Blocks in Place”
24 – 28 August 2009
Participatory approaches:
Build on existing knowledge (potential and proven capacities);
Increase commitment to objectives and outcomes (motivation);
Build a greater sense of ownership among stakeholders;
Increase self-help capabilities of communities (building confidence);
Increase capacities of all partners to engage in such processes;
Build stronger and more democratic institutions and partnerships; and
Ensure long-term sustainability of projects.
The diversity of interests and actors engaged in CBNRM can be an asset if we can learn
from the experiences and insights we each hold. Considering the wealth of knowledge
distributed among the different stakeholders, a beneficial interactive process is enabling
learning from each other, valuing each other’s contributions and taking collective
learning action to solve problems associated with the CBNRM process. It is also
important to value and include all types of knowledge (including indigenous
knowledges) that can positively contribute to the project. By learning through sharing
our experiences we develop respect and valuing of the role of each stakeholder, as
well the realisation that we are dependent on each other towards a common goal.
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Rhodes University - Community Based Natural Resource Management Course
“CBNRM: Getting the Building Blocks in Place”
24 – 28 August 2009
Engaging others
The language of learning has important implications for who can partake in the learning
process. Working within collaborative projects requires establishing a common
language or common ground amongst stakeholders. To most practitioners
(researchers and scientists) this involves simplifying their language and terminology to
a level where it becomes understandable by everybody in order to be well understood. It
is important to check if the message has been articulated and understood. Engaging
others also implies learning to listen to the others (communities and other
stakeholders) and appreciating their contributions and concerns. This whole process is
called accommodation. Its main aim is to establish a language that not only recognises
the different perspectives and experiences of the stakeholders, but also encompasses
their different cultural norms and standards. When stakeholders speak the same
language, rapport can easily be established and conflicts can be minimised.
It also important to note here that learning the (vernacular) language of the local
community by stakeholders enables them to have an in-depth knowledge of the local
context. This is an aspect that is extremely beneficial to soliciting community buy-in and
support for the project, establishing trust, avoiding conflicts and building rapport.
The value and relevance of learning must be proven through its practical application in
the CBNRM process. Achieving sustainable CBNRM processes requires critical
reflection on the interactive processes at the interface between our ways of knowing, our
actions and environmental responses (both positive and negative) to our actions.
3
Rhodes University - Community Based Natural Resource Management Course
“CBNRM: Getting the Building Blocks in Place”
24 – 28 August 2009
Background:
In a CBNRM context, many different stakeholders, with different backgrounds,
education, interests, skills, concerns and understandings, are involved. Often these
differences are poorly recognised and rarely explored openly, leading to
misunderstandings, mistrust and a lack of real communication. Such differences,
however, can be viewed positively, and built on with each learning from the others and
recognising what everyone has to offer in terms of the programme.
A transect walk is one of the most effective participatory (or ‘shared’) learning
‘techniques’ available, as it requires little in the way of materials or special skills, and
provides a non-threatening context in which participants can share their ideas about the
area in which they are walking. When used in a community context, it is usually
conducted in an area in which community members feel very comfortable and confident
in their knowing of it. It is then the ‘outsiders’, the academics, government officials and
NGO personnel who become the ‘learners’, although they, too, if the discussion is active
and open, should make valuable contributions from their own perspectives and
backgrounds.
The idea of this participatory learning exercise is for participants to experience the value
of sharing their interests in and understandings of particular places and situations with
others who may have different interests and understandings. It is through such sharing
that not only can everyone’s understandings be broadened, but also that a shared pool
of knowledge and understanding can be developed. In addition such an activity can help
each participant recognise the contributions that they and everyone else can make to a
shared process, such as CBNRM.
The groups each head out on a different route from the Centre:
1. Along the fence-line, heading north, overlooking the quarry, the dam and the open
veld running up to the N2 highway
2. Along the fence-line heading south-west overlooking the campus, the town and the
townships beyond
3. Through the campus, the halls of residence and dining halls towards the Sports
Fields
Each participant in each group is encouraged to point out anything that is of interest to
them, and explain why they are interested in it, or ask questions about what they see.
(The points of interest need not be anything to do with natural resources, they can be
anything from buildings to birds!). Discussions can develop around points of particular
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Rhodes University - Community Based Natural Resource Management Course
“CBNRM: Getting the Building Blocks in Place”
24 – 28 August 2009
or shared interest. Records should be kept of the most useful (interesting?) discussions,
and of the information provided by the different participants.
On returning to the Centre, the groups capture what each person has learned on
newsprint, and the recorders compare notes and prepare a brief feedback on the main
discussions. Each group presents its learning and key aspects of the discussions, and
comments on what were the main values of the exercise to them.
Time available:
There are just 45 minutes available for the walk itself. The groups should therefore turn
round and return to the Centre after 30 minutes (maximum).
15 minutes are available for preparation of the presentations (including the learning and
comments on the exercise)
15 minutes are available for the feedback presentations.