Abstract

Nature-based solutions directed at improving biodiversity, on both public and private land, can provide multiple benefits, but many of these benefits are not being fully realised. One reason is the normative and cognitive disconnect between people and nature, highlighting the need for new learning programs to foster better nature connections. More is known about learning in the context of community gardens than in relation to private gardens. Using semi-structured interviews and thematic analysis, this study explores learning among residents engaged in home gardening for biodiversity in Winnipeg, Canada. We uncovered diverse and interconnected learning processes/activities founded on formative childhood experiences. The processes/activities were non-formal and informal, and included individual, social and blended experiences. Learning outcomes were also mutually influencing and multi-levelled, comprising normative, cognitive/behavioural and relational changes. The results support an analytical framework suggesting how learning-focused initiatives can enhance biodiversity on private property and aid in delivery of nature-based solutions.

Keywords

nature-based solutions; biodiversity conservation; private gardens; non-formal and informal learning; multi-level learning

Published in

Journal of Environmental Planning and Management
2020, Volume: 63, number: 6, pages: 1056-1076
Publisher: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD

SLU Authors

• Raymond, Christopher

  • Department of Landscape Architecture, Planning and Management, Swedish University of Agricultural Sciences
    
  • University of Helsinki

Sustainable Development Goals

SDG11 Make cities and human settlements inclusive, safe, resilient and sustainable


UKÄ Subject classification

Public Administration Studies


Publication identifier

DOI: https://doi.org/10.1080/09640568.2019.1633288

Permanent link to this page (URI)

https://res.slu.se/id/publ/101122