The role of learning in farmer-led innovation.

CONTEXT: Farmer-led innovation brings farmers together with other stakeholders in a collaborative endeavour that recognises multiple forms of expertise. Critical engagement with mainstream models of agricultural science and technology (AST) development has drawn attention to the isolation of farmers as technology adopters within a compartmentalised model of AST development and dissemination. Academic, government and non-governmental actors and organisations are increasingly supporting facilitated processes in which farmers, scientists and engineers develop new knowledge, learning together about the nature of the problems being faced and the potential of different solution pathways. OBJECTIVE: Despite the centrality of learning to farmer-led innovation, its role has yet to be systematically explored. In response, this paper looks to understand the forms of learning and their contribution to farmer-led innovation during a three-year action-research project involving two groups of farmers from northern England and the Scottish Borders in the UK. METHODS: A researcher-facilitator convened a structured process of twenty meetings that together created opportunities for interaction, deliberation and re-framing of problems and solutions among groups of farmers, a university-based engineer, and wider stakeholders. Multiple qualitative methods were used to build understanding of the different farming contexts and to explore the issues the farmers wanted to work on. Meeting transcripts and fieldnotes were subject to thematic analysis, informed by the analytical framework of cognitive, normative and relational learning derived from the social learning literature. RESULTS AND CONCLUSIONS: Cognitive, normative and relational learning were found to be mutually interdependent and equally significant, building iteratively rather than linearly: the farmers and engineer assessed new information and reappraised existing situations; they did so informed by and informing a shift in understanding of their goals for new technology; and in so doing they relied on and developed the trust and confidence needed to acknowledge or challenge each other's perspectives. By orientating the group engagement process around the space to explore and challenge histories and contexts of AST, and by drawing on social learning principles to facilitate interaction between the different expertise of farmers and between farmers and engineers, learning emerged that interleaved technology co-design with incremental refinement of the shared norms and values embedded in the process itself. SIGNIFICANCE: A focus on learning helps deepen understanding of key mechanisms and processes that define and deliver innovation, and the findings suggest that priorities for farmer-led innovation process design should focus on modalities that open up spaces to negotiate both the purpose and products of innovation.

Lettuce be happy: A longitudinal UK study on the relationship between fruit and vegetable consumption and well-being.

RATIONALE: While the role of diet in influencing physical health is now well-established, some recent research suggests that increased consumption of fruits and vegetables could play a role in enhancing mental well-being. A limitation with much of this existing research is its reliance on cross-sectional correlations, convenience samples, and/or lack of adequate controls. OBJECTIVE: We aim to add to the emerging literature on the relationship between fruit and vegetable consumption and well-being by using longitudinal data from a study in the United Kingdom (UK). METHOD: We employ panel data analytical techniques on three waves collected between 2010 and 2017 (i.e., following the same individuals over time) in the UK Household Longitudinal Survey. We also control for time-variant confounders such as diet, health, and lifestyle behaviours. RESULTS: Fixed effects regressions show that mental well-being (GHQ-12) responds in a dose-response fashion to increases in both the quantity and the frequency of fruit and vegetables consumed. This relationship is robust to the use of subjective well-being (life satisfaction) instead of mental well-being. We also document a hump-shaped relationship between fruit and vegetable consumption and age. CONCLUSION: Our findings provide further evidence that persuading people to consume more fruits and vegetables may not only benefit their physical health in the long-run, but also their mental well-being in the short-run.

What is equitable resilience?

Resilience has attracted criticism for its failure to address social vulnerability and to engage with issues of equity and power. Here, we ask: what is equitable resilience? Our focus is on what resilience does on the ground in relation to development, adaptation and disaster management, and on identifying critical issues for engaging with equity in resilience practice. Using techniques from systematic reviews, with variants of equitable resilience as our key search terms, we carried out an analytical literature review which reveals four interconnected themes: subjectivities, inclusion, cross-scale interactions, and transformation. Drawing on this analysis, we find that 'equitable resilience' is increasingly likely when resilience practice takes into account issues of social vulnerability and differential access to power, knowledge, and resources; it requires starting from people's own perception of their position within their human-environmental system, and it accounts for their realities and for their need for a change of circumstance to avoid imbalances of power into the future. Our approach moves beyond debates that focus on the ontological disconnect between resilience and social theory, to provide a definition that can be used in practice alongside resilience indicators to drive ground level interventions towards equitable outcomes. Defined in this way, equitable resilience is able to support the development of social-ecological systems that are contextually rooted, responsive to change and socially just, and thus relevant to global sustainability challenges.

Bringing rights into resilience: revealing complexities of climate risks and social conflict.

Marginalisation and exclusion are expressed in social conflict and are determinative in distributing risk and resilience. This paper builds on recent literature that has adopted a human rights lens to explore how resilience practice can better account for issues of equity and power. Using the illustrative case of Timor-Leste, it presents an analysis of how human rights principles play out in the settings in which rights are given meaning. The approach reveals the reproduction of patterns of conflict and risk, and suggests two key priorities for resilience practice: first, recognising and responding to the deep-rooted narratives and procedures that normalise inequality and marginalisation at different scales; and second, allowing for transformation towards more equitable political and social arrangements as a part of resilience practice. Augmenting resilience with rights-based thinking can situate resilience practice, such that it responds to the complexity of social arrangements, reducing risk and social conflict.