Pushing the boundaries on learning in environmental governance research

Abstract

The scholarship on learning in environmental governance has exploded in the past two decades leading to new empirical and theoretical insights. Environmental governance scholars are increasingly interested in contexts, structures, mechanisms, and tools that can foster learning in environmental governance, and what types of learning processes are associated with sustainable governance outcomes. There are growing efforts to both synthesize and test theoretical expectations. In addition, researchers are teasing out lessons about learning to better institutionalize learning in governance processes. This panel welcomes papers examining policy learning for environmental governance. We encourage research pushing the boundaries of policy learning research with novel empirical approaches like process tracing, field and lab experiments, and longitudinal studies. More critical and interpretive methods are welcome to push empirical insights in new ways. Better understanding of failed or blocked learning in governance processes are needed. Finally, we are looking for new subject and geographical areas that are understudied in the learning scholarship to broaden the field and provide greater insight into where and under what conditions theories and frameworks have most meaning.

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