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A Case Study of Environmental Justice and Learning for Biodiversity Conservation

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Protected Area Planning and Management in the Kullu District of Himachal Pradesh, India: A case study of environmental justice and learning for biodiversity conservation by Ariane Dilay A Thesis submitted to the Faculty of Graduate Studies of The University of Manitoba In partial fulfilment of the requirements of the degree of MASTER OF NATURAL RESOURCES MANAGEMENT Clayton H. Riddell Faculty of Environment, Earth, and Resources Natural Resources Institute University of Manitoba Winnipeg Copyright © 2020 Ariane Dilay ABSTRACT While Protected Areas (PAs) are essential for the preservation of biodiversity, conservation efforts should not impose injustices onto local communities. Using a qualitative case study that included document review, semi-structured interviews, participant observation and thematic analysis, the planning and management of a network of PAs in the Kullu District of Himachal Pradesh, India were examined. The study 1) describes the planning and management approach for PAs in Kullu, 2) explains how the planning and management approach has changed since the declaration of the first national park in 1984, 3) evaluates the integration of the four attributes of environmental justice (distributive, procedural, recognitional and restorative) in PA planning and management, and 4) identifies learning outcomes for those involved in or affected by PAs in the Kullu District and relates such outcomes to environmental justice. Overall, the data reveal that the planning and management of PAs in Kullu operates under an Exclusive Model that restricts local people from accessing and utilizing natural resources within PAs, while also excluding them from participating in planning and management activities. In terms of environmental justice, the data show that there is an uneven distribution of benefits from PAs and inequitable restrictions on resource use, a lack of early and ongoing consultation with locally affected communities, and uneven and inadequate compensation for loss of traditional rights. One important learning outcome identified by forest officers is a movement away from the practice of forced displacement of people. Although this suggests a transition toward a more inclusive model, much work remains to advance environmental justice in PA planning and management in the Kullu District. The data also indicate that inclusivity and advancement of environmental justice in PA planning and management could be achieved through: collaborative knowledge exchange between forest officers and community members; opportunities for community members to participate in planning and management activities; and the recognition of marginalized members of society in PA planning. ii ACKNOWLEDGEMENTS First, I would like to thank all of my research participants who took the time to share their invaluable knowledge and experiences with me. Thank you to Mehru Thakur for being my guide, interpreter and friend in the field and for your kindness and patience with me. I am beyond grateful to Mehru, Nisha, Siya and Shivam for welcoming me into their home and for providing me with the kindest hospitality. I look forward to the next time we can enjoy some dahl and subji together. My sincerest thanks are extended to my advisor and mentor, Dr. John Sinclair, for the unwavering support and guidance throughout my time as a master’s student. This research would not have been possible without your wealth of knowledge and expertise, your teachings on qualitative research and the Kullu valley and your connections in Kullu. Dr. Alan Diduck, I will be forever grateful for your support over the last few years and for introducing me to the topic of environmental justice and to India. I’m not sure where I would be today if you and Kirit hadn’t accepted me into your research project in 2017, so for that I am eternally grateful. Thank you to Dr. Jim Gardner for sharing your breadth of knowledge with me about the Kullu District and for providing critical insight throughout the research. I am truly honoured to have had the opportunity to learn from the three of you over the last two years. Thank you to the Social Sciences and Humanities Research Council and the University of Manitoba for providing the funding that allowed me to go to India and conduct this research. To my best friends with whom I have shared so many laughs, adventures and endless conversations over the years, thank you for all of your encouraging words and listening ears. To my NRI friends, you have made this an unforgettable journey and I feel incredibly lucky to have started the program when I did. Finally, my deepest gratitude goes to my family. I will be forever indebted to my parents for providing me with the opportunities and experiences that have shaped who I am and to my sister for being the most inspiring role model. Your love and support is worth more than I can express on paper. iii TABLE OF CONTENTS Chapter 1: Introduction .......................................................................................................... 1 1.1 Background ......................................................................................................................... 1 1.2 Purpose and objectives ........................................................................................................ 3 1.3 Summary of methods ........................................................................................................... 4 1.4 Significance of the study ..................................................................................................... 5 1.5 Organization of the thesis .................................................................................................... 6 Chapter 2: Protected Areas, Environmental Justice and Learning .......................................... 7 2.1 Introduction ............................................................................................................................... 7 2.2 Protected Areas .......................................................................................................................... 8 2.2.1 History of PAs ............................................................................................................................................ 8 2.2.2 History of PAs in India ............................................................................................................................. 10 2.2.3 Planning and management frameworks of PAs ........................................................................................ 12 2.2.4 Conflicts in PAs ........................................................................................................................................ 14 2.3 Environmental Justice ............................................................................................................. 15 2.3.1 Environmental Justice framework ............................................................................................................ 15 2.3.2 Environmental justice in PAs ................................................................................................................... 17 2.4 Learning for NREM ................................................................................................................ 19 2.4.1 Learning concepts .................................................................................................................................... 19 2.4.2 Learning for NREM .................................................................................................................................. 20 2.4.3 Learning for biodiversity conservation .................................................................................................... 22 2.4.4 Learning for environmental justice .......................................................................................................... 23 2.5 Conceptual framework and chapter summary .......................................................................... 23 Chapter 3: Research Design and Methods ............................................................................ 27 3.1 Introduction ............................................................................................................................. 27 3.2. Study Area .............................................................................................................................. 28 3.3 Social constructivist and transformative paradigms .................................................................. 31 3.4 Qualitative research approach ................................................................................................. 33 3.5 Case study strategy ................................................................................................................... 33 3.5.1 Case study: Network of PAs in the Kullu District .................................................................................... 34 3.6 Data collection and sampling procedures ................................................................................. 35 3.6.1 Document review ...................................................................................................................................... 36 3.7 Field Research ......................................................................................................................... 36 3.7.1 Semi-structured interviews ......................................................................................................................
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