Learning in urban climate governance: concepts, key issues and challenges

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dc.contributor.author Wolfram, Marc
dc.contributor.author van der Heijden , Jeroen
dc.contributor.author Juhola, Sirkku Kaarina
dc.contributor.author Patterson, James
dc.date.accessioned 2020-02-05T08:18:01Z
dc.date.available 2020-02-05T08:18:01Z
dc.date.issued 2019
dc.identifier.citation Wolfram , M , van der Heijden , J , Juhola , S K & Patterson , J 2019 , ' Learning in urban climate governance: concepts, key issues and challenges ' , Journal of Environmental Policy & Planning , vol. 21 , no. 1 , pp. 1-15 . https://doi.org/10.1080/1523908X.2018.1558848
dc.identifier.other PURE: 120650075
dc.identifier.other PURE UUID: 165ee688-cf4c-486a-9565-9a6be2df135a
dc.identifier.other Scopus: 85058848637
dc.identifier.other ORCID: /0000-0003-0095-2282/work/53185594
dc.identifier.other WOS: 000457620400001
dc.identifier.uri http://hdl.handle.net/10138/311049
dc.description.abstract Over the past decade, diverse urban governance innovations and experiments have emerged with the declared aim to foster climate change mitigation and adaptation, involving actors at multiple levels and scales. This urban turn in environmental governance has been accompanied by normative claims and high expectations regarding a leading role of cities in coping with climate change. However, while time pressures for effective action are growing, little is known about the social learning processes involved in such urban climate governance innovations, and what they actually contribute to achieve the required transformations in urban systems. Therefore, this special issue presents eight selected papers that explore learning in urban climate governance practices in a variety of local, national and international contexts. Their findings point to a more ambiguous role of these practices as they tend to support incremental adjustments rather than deeper social learning for radical systemic change. Against this backdrop we propose a heuristic distinguishing basic modes and sources in governance learning that aims to facilitate future empirical research and comparison, thus filling a critical theory gap. Using this framework for interpretation illustrates that urban climate governance learning urgently requires more openness, parallel processes, exogenous sources, as well as novel meta-learning practices. en
dc.format.extent 15
dc.language.iso eng
dc.relation.ispartof Journal of Environmental Policy & Planning
dc.rights unspecified
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject Urban governance
dc.subject climate change
dc.subject learning
dc.subject mitigation
dc.subject adaptation
dc.subject CHANGE POLICY
dc.subject SUSTAINABILITY
dc.subject ADAPTATION
dc.subject CITIES
dc.subject LEADERSHIP
dc.subject FRAMEWORK
dc.subject POLITICS
dc.subject ENERGY
dc.subject 1172 Environmental sciences
dc.title Learning in urban climate governance: concepts, key issues and challenges en
dc.type Article
dc.contributor.organization Ecosystems and Environment Research Programme
dc.contributor.organization Faculty of Biological and Environmental Sciences
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1080/1523908X.2018.1558848
dc.relation.issn 1523-908X
dc.rights.accesslevel openAccess
dc.type.version acceptedVersion

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