Article Figures & Data
Figures
Opossum. Beach C.B. 1909. The New Student's Reference Work for Teachers Students and Families. Chicago, IL: F.E. Compton and Company. The Florida Center for Instructional Technology, fcit.usf.edu.
Tables
- Table 1.
A summary of factors that hold the potential to undermine long-term sustainability of restoration efforts. (These categories are not mutually exclusive, where the same paper may have contained data relevant to several of the undermining factors). See Supplementary Table S1 for further readings.
Undermining factors % of papers (n = 36) Examples Further readings Power dynamics 64% Science regarded as the only valid source of knowledge; local values delegitimized; technical and scientific focus presents limited opportunities for effective participation; power dynamics integral to local community dynamics. e.g., Fleeger and Becker 2008, Weng 2015, Sandlos and Keeling 2016. Ignoring and/or generating negative livelihood impacts 44% Restrictions on local people’s use of resources; emphasis on ecological goals to the detriment of livelihood goals. e.g., Nagothu 2001, Balana et al. 2010, Cao et al. 2010. Untested assumptions about local communities and ecological systems 36% Local communities regarded as the key degrading force; local communities idealized and social dynamics simplified. e.g., Leino and Peltomaa 2012, Åberg and Tapsell 2013, Zhong et al. 2013. - Table 2.
A summary of social strategies to support effective community engaged ecological restoration projects. (These categories are not mutually exclusive, where the same paper may have contained data relevant to several of the strategies). See Supplementary Table S2 for further readings.
Social strategies % of papers (n = 68) Rationale Further reading Active community participation 59% Fosters greater buy-in & facilitates a just process that supports local people’s needs. Thorton et al. 2007, Luyet et al. 2012, Åberg and Tapsell 2013. Supporting local livelihoods 29% Ensures a more equitable process where local people’s well-being is not undermined. Balana et al. 2010, Badola et al. 2012, Zhong et al. 2013. Respecting people’s values and perspectives 27% Promotes feelings of emotional connection & increased cultural value with the local landscape. Schaich 2009, Couix and Turpin 2015, Sakurai et al. 2015. Fostering learning 19% Deepening knowledge of social-ecological systems supports greater adaptation of human systems with the ecological world. Kiker et al. 2001, Stenseke 2009, Giebels et al. 2015. Providing environmental education 15% Promotes healthier social-ecological system interaction by strengthening human knowledge of, connection with & positive action in the ecological world. Valladares-Padua et al. 2002, Goltenboth and Hutter 2004, Schaich 2009. Supporting local institutions 13% Institutions provide the link between human & ecological systems. Lu et al. 2005, Singh et al. 2011, Wilson et al. 2013. Apply a systematic approach 13% Provides a systematic approach that facilitates understanding local social-ecological systems Balana et al. 2010, Ritzema et al. 2010, Rehr et al. 2014. - Table 3.
A matrix of the three undermining factors and strategies to address these, as identified in the literature.
Power dynamics Ignoring and/or generating negative livelihood impacts Untested assumptions about local communities and ecological systems Active community participation • • • Supporting local livelihoods • • Respecting local people’s values and perspectives • • Fostering learning • Providing environmental education • Supporting local institutions • • • Apply a systematic approach • • •ber
