Concept/contextual dimension analysis
The types of knowledge systems used to understand change was the most
commonly recognised context factor across all papers. Almost every paper
recognised equity issues regarding the types of knowledge systems that
are used to address sustainability with level of economic capital and
capacity required and degree of agency held also being recognised by
more than half of the papers.
The dominance of Western scientific knowledge was identified, as was the
need to incorporate Indigenous and experiential knowledges.
Collaboration and co-production of knowledge were proposed as the key
routes towards addressing this equity issue. For example, ‘Food for all’
proposed that co-production of knowledge and technologies was required,
whereas ‘Ocean resource use’ proposed the need for determination of
strong sovereignty to underpin economic access, sustainable livelihoods
and conservation.
Many papers also recognised that developing countries, and communities
with less resources may find it more difficult to achieve sustainability
due to financial restrictions, particularly regarding technical
solutions. For example, ‘Connecting to the oceans’ noted that a ‘digital
divide’ was driven by limitations of technical literacy for lower income
and less well-educated populations and ‘Ocean resource use’ noted that
landless peoples may be unable to engage in alternative livelihoods
which would remove pressure from the marine environment. Although
several of the papers recognised that capacity and capability needed to
be developed, in most they were limited to identifying activities and
groups for whom this capacity and capability development needed to
occur, rather than options and pathways through which these could be
further developed. For example, in ‘Food for all’ the need to ensure
emerging mariculture and other seafood production and storage
technologies were available and accessible to small-scale coastal and
fishing communities experiencing food insecurity and potentially
transition away from fishing was noted but enablers were specific to
scenarios, such as community partnerships with non-government
development organisations.
Lastly, the papers identified several groups whose agency was likely to
be affected by the move towards a more sustainable future, including
Indigenous groups and ‘gate-keeper elites’. ‘Connecting to the oceans’
specifically noted that an environmental education focus in schools
places a burden on the next generation. Pathways to address such issues
largely focused on enabling social learning, and increased empowerment.
‘Sharing our oceans fairly’ proposed commitments to capacity building
and technology transfer, particularly to small island developing states
(SIDS). ‘Empowering her guardians’ advanced Indigenous and Traditional
peoples’ self-governance as a means by which to address this issue.