Governing Portable Conservation and Development Landscapes: Reconsidering Evidence in the Context of the Mbaracayú Biosphere Reserve

Autor/in	Elgert, Laureen
Titel	Governing Portable Conservation and Development Landscapes: Reconsidering Evidence in the Context of the Mbaracayú Biosphere Reserve
Quelle	In: Evidence & Policy: A Journal of Research, Debate and Practice, 10 (2014) 2, S.205-222 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-2648
Schlagwörter	Foreign Countries; Conservation (Environment); Governance; Sustainable Development; Geographic Regions; Intervention; Evidence; Biodiversity; Social Influences; Political Influences; Socioeconomic Influences; Paraguay + Suchen Sie Ihr Suchwort? Ausland; Conservation; Environment; Konservierung; Bewahung; Umwelt; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Nachhaltige Entwicklung; Evidenz; Biodiversität; Sozialer Einfluss; Political influence; Politischer Einfluss; Sozioökonomischer Faktor
Abstract	Conservation-with-development landscapes, such as UNESCO's Man and Biosphere Reserves, differentiate between areas of "nature" and "society". In Paraguay's Mbaracayú Biosphere Reserve, as elsewhere, this model has been used to support governance that focuses on conservation in the "core area" and sustainable development in the "buffer zone". Such interventions are supported by evidence of biodiversity and threats to biodiversity. This paper challenges this divide by discussing other evidence relevant to governance: the social, political and economic influences that have shaped the Mbaracayú landscape. Accounting for this kind of evidence is likely to lead to greater appropriateness and acceptance of governance approaches. (As Provided).
Anmerkungen	Policy Press. University of Bristol, 1-9 Old Park Hill, Bristol BS2 8BB, UK. Tel: +44-117-954-5940; e-mail: pp-info@policypress.co.uk; Web site: https://policypress.co.uk/journals/evidence-and-policy
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01