Abstract
There is a growing interest in different forms of participatory modeling that bring science and lay knowledge into the same space. This recognizes that, traditionally, the environmental science community has mostly seen stakeholder engagement as a ‘follow on’ activity to be undertaken once the key scientific research has been completed. By excluding communities from the scientific process, or at best approaching communities in one-way communication, scientists are missing out on the wealth of local community knowledge about the very facets of the environment which they seek to understand. The challenge, however, is in identifying, developing and adopting appropriate platforms for communication and co-creation to allow scientists and local communities to have effective dialogue, efficiently gather, interpret and evaluate lay knowledge, and develop relevant, scientifically robust, but widely comprehensible, results. DRY (Drought Risk and You) was a 4-year project, funded under the RCUK Drought and Water Scarcity Program, with the aim of developing an evidence-based resource to support better decision-making in United Kingdom drought risk management. In DRY, scientific data and multiple narrative approaches have been brought together to facilitate decision-making processes and improve community resilience. Creative experiments were designed by the DRY interdisciplinary team to engage local communities in using specialist science as a stimulus for storytelling at catchment level, but also to give scientists the insight required to develop meaningful scenarios of local change to explore potential drought impacts in a particular river catchment. One challenge of working with storytelling is that it is very often retrospective and linked to past experiences and memories. It can be seen as a backward-looking activity, learning principally from what has happened before. The participatory approaches applied in DRY demonstrated that storytelling can be also used to imagine, interrogate and plan for a future that communities might collectively wish to subscribe or adapt to. In particular, by co-designing and facilitating storyboarding workshops, the DRY team, together with local stakeholders, have been exploring the ‘scenario-ing’ of possible futures as a way of creating a story and visualizing a picture for the future of the community. By allowing the scientists, community and local stakeholders to develop model drought scenarios iteratively together using storytelling, these scenarios should not only be scientifically accurate, but should also reflect local interests and aspirations, as well as local drought mitigation practices. This process integrates valuable knowledge exchange and the building of mutual capital to support local risk decision-making - scaling up from the level of the individual to the collective.
Highlights
Drought is a slow onset, diffuse, pervasive, ‘hidden’ risk that tends not to connect with the public psyche unless through intense heat
The use of storyboarding as tool for creating stories about an imaginative future sometimes generated contributions that are far off the ‘what is a drought story?’. To respond to this lack of focus or obliqueness of some of the stories reflecting on future scenarios, during story screening sessions and participatory tagging activities organized with local stakeholders, we have proposed the use of a bull’s eye target as a way of defining the spectrum of themes included in the DRY Story Bank and their ‘distance’ from the central theme of drought risk
Storyboarding scenario-ing was revealed to be a new way of creative participatory working in transdisciplinary research, innovatively involved socially-engaged arts practices in creative participatory science
Summary
Drought is a slow onset, diffuse, pervasive, ‘hidden’ risk that tends not to connect with the public psyche unless through intense heat. There is increasing concern to develop methods of meaningful participation in environmental decision-making, building on early thinking within Arnstein’s ‘ladder of participation’ (Arnstein, 1969) in how to achieve ‘higher rung Arnstein’, and relationships between participation, social learning and knowledge for local decision-making (e.g., Callon, 1999; Collins and Ison 2009). This involves exploring the role of the citizen in these processes, how that might be supported, and different understandings of what ecological and hydrocitizenship might look like in an increasingly uncertain future (McEwen et al, 2020). There is growing interest in research and practice about anticipatory adaptation (DeSilvey, 2012), and what ‘resilience thinking’ looks like in practice and, how it might be encouraged (Walker and Salt, 2012; Sellberg et al, 2018)
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