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.