Open access publications in the SLU publication database

Abstract

Stakeholder-collaboration is a process for collaborative learning among stakeholders within the agri-food system. The goal of this process is to facilitate stakeholder consensus building and problem solving. This is motivated by the fact that collaborative learning among agri-food stakeholders is an important condition for improvements in food production. Stakeholder-collaboration strives towards certain kinds of learning which includes learning about factual matters, as well as norms and values which are prevalent in agri- food production. It has, however, proved hard to achieve good results from this process in practical application. The overall aim of this thesis is to develop a better understanding of two aspects of stakeholder-collaboration, namely learning and power, and how they relate to one another. The thesis is based upon two case studies of agri-food stakeholders from two different regions in Sweden. Both apply a two step method. In the first step, an action research oriented approach is used to experience stakeholder-collaboration in a real life setting. The second includes a qualitative analysis of learning and power and is inspired by a constructionist perspective on learning, critical power analysis and Habermas´ communication theory. One conclusion that can be drawn from this work is that the way in which stakeholder-collaboration is designed has consequences for how the participants perceive the process and how they choose to respond. In this thesis, both the design of the process and the responses given to it, are conceptualized as an exercise of power since they affect the participants´ possibilities for learning. Power and learning are understood as reciprocal relationships between the participating stakeholders. Therefore, instead of trying to obliterate power in order to facilitate learning, stakeholdercollaboration should be designed in a way that makes the exercise of power among stakeholders productive and not restricting.