title: Exploring community stewardship through place-based learning: A case study from the Burren
Creators: name: Bird, Áine
Publisher: name: University of Galway
Year: 2024
Subjects: subject: Community Stewardship
subject: Place-based learning
subject: Burren
subject: Conservation
subject: Evaluation
subject: Practitioner led
subject: Arts, Social Sciences &amp; Celtic Studies
subject: Geography

description: This dissertation presents a comprehensive exploration of the intertwined concepts of place-based learning and community stewardship, drawing upon the work of Burrenbeo Trust, a landscape charity located in the west of Ireland. Through a practitioner-led study, this research aims to address key questions assessing the impact of the Trust’s initiatives, providing both theoretical insights and practical frameworks for future endeavours in this domain. Framed around three central research questions, the study is presented in the form of a compilation thesis, where three peer reviewed publications form the central focus with each paper building on the findings of the previous. The first paper presented as part of this dissertation scrutinises programme evaluation practices from the practitioner’s standpoint, leveraging insight from environmental education, evaluation methodologies and practitioner research. Through a meta-evaluation spanning a decade of data, the paper assesses the effectiveness of place-based learning initiatives delivered by Burrenbeo Trust, offering critical reflections on evaluation processes and outcomes. The second paper delves into the process of scaling-up a place-based learning initiative, using the Heritage Keepers programme as a case study. Through an examination of the programme’s inception, assessment and achievement, alongside discussion on scaling-up community stewardship approaches, this paper identifies necessary steps for successful implementation and broader implications for similar initiatives. Finally, the third paper, builds on the perspectives of the previous two papers, introducing a practical framework for community stewardship designed to facilitate and promote this process. Drawing from empirical research within a community stewardship initiative, the framework synthesises insights from facilitator observations, participant feedback and literature review. Comprising five essential components – Care, Knowledge, Facilitation, Agency and Action – augmented by Collective Action, this framework offers valuable guidance for researchers and practitioners alike, transforming the abstract notion of community stewardship into actionable steps applicable across diverse contexts. By integrating findings from the three papers, this dissertation contributes a nuanced understanding of place-based learning, community stewardship and their symbiotic relationship. It serves as a valuable resource for researcher, practitioners and policymakers, providing insights and frameworks to inform future research, practice and policy in the realms of environmental education, community development and sustainability. The primary findings of the research indicate the importance of practitioner evaluation and suggest a meta-evaluation approach could be beneficial. For organisations such as Burrenbeo, effective engagement in place-based learning and community stewardship is enhanced by active programmes, broad topics, fun elements, and the appropriate facilitators. Scaling-up local stewardship initiatives presents challenges and benefits, emphasising the importance of organisational knowledge, pilot phases, networks, peer learning, and collective action. Community stewardship initiatives significantly impact participants by increasing local heritage knowledge, action capacity, pride, and cohesion, with tangible environmental benefits such as tree planting and monument maintenance. Additionally, the practitioner-led framework identified informs researchers, practitioners and policymakers, with the essential components necessary for community stewardship: Care, Knowledge, Facilitation, Agency, Action and Collective Action.