Exploring Elements of Social Learning in Local Climate Action Strategies

Abstract

Climate change is a global issue that has local impacts. Southern African communities are arguably more vulnerable to the effects of climate change due to limited resources for adaptation and mitigation. This article reports on the results of a study that explores how local climate action strategies promote social learning among community members and the role that social learning plays in climate action. The article draws on social learning elements identified by Fisher et al. (2016) for analysing elements of social learning found in local climate actions. The study used a case study design with an interpretive qualitative approach, involving ten community farmers engaged in climate action initiatives. Using thematic analysis, I identified local climate action initiatives that include community-owned nutritional gardens, farmer field schools, a conservation agriculture (CA) project and collaborative farming extension initiatives. These all exhibited the following social learning elements: 1) participation and mobilisation, 2) knowledge co-production, 3) iterative reflection, and 4) norm and practice revisions. The study found that local climate action strategies and social learning elements help community members develop the skills and capacities for effective climate action and resilience. The article argues that local climate actions provide social learning spaces, allowing community members to share their experiences and learn from one another, resulting in increased adaptive capacity and resilience. The article points to implications for climate change education (CCE) in community settings that can enhance social learning and adaptive capacity, promoting sustainable practices.