Suchergebnisse

Abstract
Achieving environmental justice in protected area (PA) planning and management has been historically problematic. Herein, potential connections between learning outcomes acquired through PAs and advancements in environmental justice are examined and assessed through a case study of PAs in the Kullu District of Himachal Pradesh, India. Specifically, our study aimed to identify learning outcomes that contributed to positive changes in distributive, procedural, recognitional and restorative justice for local people managing or residing near PAs. As throughout the Himalayas, the land use rights, both customary or recognised by law, of local inhabitants in the Kullu District have been altered and eroded through the establishment of PAs, which has resulted in poor environmental justice outcomes. Interviews were conducted with local people living near PAs, forest officers working in PAs, relevant government officials, academics, and NGO representatives. The results indicate that non-formal and informal learning has produced positive cognitive and relational changes in local inhabitants as well as forest officers, which has led to modification of policies, positive environmental change, and enhanced aspects of environmental justice. Though positive changes emerged, the study also identified a need for increased learning opportunities, particularly for inhabitants of more remote areas.