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Social Movements in Sustainability Transitions

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Social Movements in Sustainability Transitions Ph.D. Dissertation SOCIAL MOVEMENTS IN SUSTAINABILITY TRANSITIONS Identity, Social Learning & Power in the Spanish and Turkish Water Domains Author: Akgün İlhan Supervisor: Dr. Joan David Tàbara Submitted for the degree of Ph.D. to the Universitat Autonoma de Barcelona – UAB Institut de Ciència i Tecnologia Ambientals - ICTA Bellaterra, Barcelona December 2009 Ph.D. Dissertation SOCIAL MOVEMENTS IN SUSTAINABILITY TRANSITIONS Identity, Social Learning & Power in the Spanish and Turkish Water Domains Author: Akgün İlhan [email protected] Supervisor: Dr. Joan David Tàbara [email protected] Submitted for the degree of Ph.D. to the Universitat Autonoma de Barcelona – UAB Institut de Ciència i Tecnologia Ambientals - ICTA Bellaterra, Barcelona December 2009 To those who struggle to create a fairer world for all of its inhabitants Abstract Dominant economic growth and nation-state building practices are often based on detaching individuals from other individuals and communities from their natural environment in which their livelihoods used to be based. Water plays a key role in these development strategies as it is the case of the building of dams and large water transfer infrastructures. Social-ecological detachment allows on the one hand, to merge former communities into the abstract idea of national citizenship, while at the same time, has a disempowering effect on individuals who try to protect ‘their land’ and their identity in contrast to the national identity. In this comparative case study, I look at the conflicts and social-ecological detachment processes observed in two communities of Spain and Turkey, and in particular the social movements against the Itoiz Dam in Spain and the Ilısu Dam in the Turkish Kurdistan. These conflicts are representative in the ways water ‘policies’ become the arena for multiple identities and interests, such as the claims of the stateless nations of the Basques and the Kurds. The anti-Itoiz Dam movement was integrated with the New Water Culture (NWC) movement which emerged as a response to the large scale threat posed by the Spanish National Hydrology Plan (NHP) 2001. Similarly, the anti-Ilısu Dam movement was integrated with the Turkish water movement which emerged as a social justice platform against the threats posed by the 5th World Water Forum (WWF) 2009 which took place in Turkey. On the one hand, through this multi-level alliance formation, these local movements helped to empower their own communities. But on the other hand, they also demonstrated the larger urban public (who, to a great extent, had already been socially and ecologically detached from their traditional lands) that this particular type of development was destructive, resulted in blatant cases of environmental injustice, and that other ways of development less destructive and fairer could be possible. On many grounds, these movements aspire to find ways of reattaching the detached individuals/people back to their communities and nature or, in other words, to reframe the cultural basis of what they see as an unfair growth development paradigm. New community and nature identities have been used to challenge such paradigm and to recreate a more holistic and inclusive social-ecological identity in which human-nature separation becomes increasingly questioned. Empirical data has been gathered from in-depth interviews and focus group meetings held with key actors of these movements, participative-observation, and analysis of secondary sources. Results showed that one clear strategy apparent in both movements was to try to empower people through practices of multi-level networking and collaboration. This enhanced social learning in a way that they learnt not only about the problem they faced, but also on how to build new collective skills to challenge the dominant cultural paradigms which created those unsustainability problems in the first place. Learning, then, in the face of these pro-growth nation-state building strategies, means not only protecting small communities from market forces and global environmental change, but also, in particular, learning to change this dominant cultural paradigm which sees the detachment of people from their communities and from their natural world a necessary condition of progress and development. In this way, new social movements, by aiming to reconstruct such social-ecological identities, may contribute to sustainability learning. Key words: Basque Country, Environmental injustice, GAP, Itoiz Dam, Ilısu Dam, New Water Culture (NWC), Social learning, Social movements, Water identities, Turkish Kurdistan I Acknowledgements During the evolution of this research, I have accumulated many debts, only a proportion of which I have space to acknowledge here. I owe a great deal to my thesis director, Dr. Joan David Tàbara, who guided me with his mind-opening questions and enlightening advice at all stages of this study. Without his help this work would not have been completed. I owe special thanks to the MATISSE Project (2005-2008) team for letting me take part in some of their activities, benefiting from the inspiring discussions held at their regular meetings, and having access to their deliverables in the first three years of my studies. Through this knowledge network, I not only gathered both primary and secondary data for the empirical part of this study, but also adopted new approaches towards the subject of this research, such as in the case of the power and transition theory. I would also take the opportunity to thank the Institute of Environmental Sciences and Technology (IEST) for having created such an inter-disciplinary and multi-cultural research environment where different perspectives are always encouraged. I am also happy to acknowledge my debt to Agència de Gestió d’Ajuts Universitaris i de Recerca (AGAUR) for their financial support during four years of my studies which made this research possible in the first place. Without doubt, this study contains some errors, omissions and over-simplifications, for which I take absolute responsibility, as is customary, while hoping that rest of the material will be enough to stimulate some insights and new trains of thought into social movement studies. II Table of contents Abstract ............................................................................................................................................. I Acknowledgements..........................................................................................................................II Table of contents.............................................................................................................................III List of cartograms, figures, maps, photographs, and tables ........................................................... VI List of abbreviations and their definitions..................................................................................... VII CHAPTER I: INTRODUCTION 3 Importance of the study.....................................................................................................................7 Research objectives and questions ....................................................................................................9 Structure of the dissertation.............................................................................................................10 CHAPTER II: METHODOLOGY 17 2.1. Methodology development: Comparative case study..........................................................21 2.1.1. Case selection........................................................................................................................25 2.2. Data .........................................................................................................................................26 2.2.1. Data collection ......................................................................................................................30 2.2.1.1. In-depth interviewing...........................................................................................30 2.2.1.2. Focus group..........................................................................................................35 2.2.1.3. Participant-observation ........................................................................................37 2.2.1.4. Secondary data.....................................................................................................40 2.2.2. Data management..................................................................................................................41 2.2.3. Data analysis .........................................................................................................................42 CHAPTER III: THEORETHICAL FRAMEWORK 49 3.1. Nation-state and globalisation in the context of modernity................................................50 3.2. Environmental movements....................................................................................................67 3.3. Social learning ........................................................................................................................77 3.4. Identity ....................................................................................................................................80 3.4.1. The evolution of human identity in the Western culture .......................................................84 3.4.2. The particularity of water identities ......................................................................................95
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