Toward Citizen Dialogue-led Environmental Governance: An Exploratory Case Study in Post-Fukushima Japan.
Nakamura H; Department of Environmental and Civil Engineering, Faculty of Engineering, Toyama Prefectural University, 5180 Kurokawa, Imizu, Toyama, 939-0398, Japan. .
Ueno F; Institute for Educational Initiatives, Nara Institute of Science and Technology, 8916-5 Takayama-cho, Ikoma, Nara, 630-0192, Japan.
Higashihara H; Earthquake Research Institute, The University of Tokyo, 7-3-1 Hongo, Bunkyo-ku, 113-8654, Japan.
Hayashi M; Department of Human and Environmental Systems, Faculty of Human Development, University of Toyama, 3190 Gofuku, Toyama, 930-8555, Japan.
Sugita S; Chubu Institute for Advance Studies, Chubu University, 1200 Matsumoto-cho, Kasugai, Aichi, 487-8501, Japan.
Fukui H; Chubu Institute for Advance Studies, Chubu University, 1200 Matsumoto-cho, Kasugai, Aichi, 487-8501, Japan.
Environmental management [Environ Manage] 2021 May; Vol. 67 (5), pp. 868-885. Date of Electronic Publication: 2021 Feb 10.
Typ publikacji :
Imprint Name(s) :
Publication: New York Ny : Springer Verlag
Original Publication: New York, Springer-Verlag.
MeSH Terms :
Conservation of Natural Resources ; Humans ; Japan
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Contributed Indexing :
Keywords: Deliberation*; Democracy*; Learning*; Participation*; Resilience*; Uncertainty*
Entry Date(s) :
Date Created: 20210211 Date Completed: 20210423 Latest Revision: 20210423
Update Code :
This paper reports on an exploratory case study to help facilitate a culture of dialogue in Japan. There is an emphasis on proposing methods for polyphonic dialogue among citizens, and between citizens and experts, to effectively manage the environment. This paper argues that a culture of dialogue is essential to pluralistic participatory environmental governance. A random sampling-based citizen dialogue-involving experts and citizens-regarding radioactive waste disposal was held in Japanese cities. Three proposed methods-politeness-based facilitation dialogue, evidence-based and position-explicit presentations by experts with differing views and experts reflecting in tandem with citizens engaged in dialogue-might lead to enhanced positive attitudes toward dialogue with others holding different views, as well as better internal self-deliberation. Attitudes for dialogue were measured empirically. The current research suggests that explicit treatment of pluralistic positions and views among citizens and experts would be a key factor for quality social learning and resilience for uncertainty.