It has been conventional among co-management scientists to view social-ecological systems and actors and institutions found in these systems monolithically. Such a view is simplistic and conceals the complex nature of social-ecological systems and associated institutions and actors. In essence, a social-ecological system is a complex system comprised of multiple, diverse and dynamic social-ecological units, players and rules. This book entitled Co-managing complex social-ecological systems unveils the aforementioned complexity in which Lake Jipe wetland in Tanzania is the central case. This case depicts intra-, inter- and cross-scale interactions among multiple and dynamic institutions, actors and ecological systems at different dimensions of space and time. While some candidates of actors and institutions play separate roles, others play interdependent and linking roles across the multiple sectoral social-ecological units. The book introduces the layering concept of institutions and actors in three sectoral arrangements at Lake Jipe. It argues that not only do the institutions and actors found in social-ecological systems operate next to one another but it becomes clear that they also work interdependently. This concept extends the existing knowledge of co-management practitioners and scholars about the diversity and complexity of inter-linked human-environment systems that traverse the current monolithic view and conceptual boundaries. As such, the book avoids a simplistic approach that may end up in superficial treatment of complex environmental management problem and sheds light on how to study and approach intricate social-ecological systems using a model that recognises the diversities of these intricate systems.

This book presents research involving learning opportunities that are afforded to learners of science when the focus is on linking the formal and informal science education sectors. It uses the metaphor of a "landscape" as it emphasises how the authors see the possible movement within a landscape that is inclusive of formal, informal and free-choice opportunities. The book explores opportunities to change formal school science education via perspectives and achievements from the informal and free-choice science education sector within the wider lifelong, life-wide education landscape. Additionally it explores how science learning that occurs in a more inclusive landscape can demonstrate the potential power of these opportunities to address issues of relevance and engagement that currently plague the learning of science in school settings. Combining specific contexts, case studies and more general examples, the book examines the science learning landscapes by means of the lens of an ecosystem and the case of the Synergies longitudinal research project. It explores the relationships between school and museum, and relates the lessons learned through encounters with a narwhal. It discusses science communication, school-community partnerships, socioscientific issues, outreach education, digital platforms and the notion of a learning ecology.

This book aims at both academics and professionals in the field of forest-people interfaces. It takes the reader on a journey through four major themes that have emerged since the initiation of 'social forestry' in the 1970s: non-timber forest products and agroforestry; community-based natural resource management; biocultural diversity; and forest governance. In so doing, the books offers a comprehensive and current review on social issues related to forests that other, more specialized publications, lack. It is also theory-rich, offering both mainstream and critical perspectives, and presents up-to-date empirical materials. Reviewing these four major research themes, the main conclusion of the book is that naïve optimism associated with forest-people interfaces should be tempered. The chapters show that economic development, political empowerment and environmental aims are not easily integrated. Hence local landscapes and communities are not as 'makeable' as is often assumed. Events that take place on other scales might intervene; local communities might not implement policies locally; and governance practices might empower governments more than communities. This all shows that we should go beyond community-based ideas and ideals, and look at practices on the ground.

In the effort towards sustainability, it has become increasingly important to develop conceptual frames to understand the dynamics of social and ecological systems. Drawing on complex systems theory, this book investigates how human societies deal with change in linked social-ecological systems, and build capacity to adapt to change. The concept of resilience is central in this context. Resilient social-ecological systems have the potential to sustain development by responding to and shaping change in a manner that does not lead to loss of future options. Resilient systems also provide capacity for renewal and innovation in the face of rapid transformation and crisis. The term navigating in the title is meant to capture this dynamic process. Case studies and examples from several geographic areas, cultures and resource types are included, merging forefront research from natural sciences, social sciences and the humanities into a common framework for new insights on sustainability.

In Canada and around the world, new concerns with adaptive processes, feedback learning, and flexible partnerships are reshaping environmental governance. Meanwhile, ideas about collaboration and learning are converging around the idea of adaptive co-management. This book provides a comprehensive synthesis of the core concepts, strategies, and tools in this emerging field, informed by a diverse group of researchers and practitioners with over two decades of experience. It also offers a diverse set of case studies that reveal the challenges and implications of adaptive co-management thinking.

The Routledge Handbook of Research Methods for Social-Ecological Systems provides a synthetic guide to the range of methods that can be employed in social-ecological systems (SES) research. The book is primarily targeted at graduate students, lecturers and researchers working on SES, and has been written in a style that is accessible to readers entering the field from a variety of different disciplinary backgrounds. Each chapter discusses the types of SES questions to which the particular methods are suited and the potential resources and skills required for their implementation, and provides practical examples of the application of the methods. In addition, the book contains a conceptual and practical introduction to SES research, a discussion of key gaps and frontiers in SES research methods, and a glossary of key terms in SES research. Contributions from 97 different authors, situated at SES research hubs in 16 countries around the world, including South Africa, Sweden, Germany and Australia, bring a wealth of expertise and experience to this book. The first book to provide a guide and introduction specifically focused on methods for studying SES, this book will be of great interest to students and scholars of sustainability science, environmental management, global environmental change studies and environmental governance. The book will also be of interest to upper-level undergraduates and professionals working at the science–policy interface in the environmental arena.