Social learning in climate action organizations

This study examines the process of social learning in climate action organizations by taking Climate Action Institute (CAI) as a case study. In CAI, international knowledge and experience about climate solutions (e.g. renewable energy technology) were recontextualized into practical solutions to reduce greenhouse gas emissions in Australia. This knowledge is then reproduced to make it accessible and understandable to the public. A qualitative study using semi-structured interviews was conducted with seven active members of CAI. The data was analysed using Bernstein's framework of `pedagogic device' and knowledge structure, combined with Maton's framework of knower structure and `Legitimation Code Theory' (LCT) of specialisation. This study found that the process of social learning in CAI is affected by its knowledge and knower structure. The horizontal knower structure provides advantages to the process of social learning in CAI because it supports agency and flexibility of people involved in this process. The study also found that the use of `vertical' or specialised language in organisational communication may constrain the social learning at CAI, considering that CM has a diverse membership base. Hence, the process of social learning in CAI, particularly in the process of recontextualisation and reproduction, can be enhanced or constrained by some key factors: (a) the ability of its members to "translate" the `vertical discourse' or specialised knowledge in a way that is accessible to other members (i.e. horizontal discourse); (b) the ability of CAI to allocate the `right knowledge' and `the right knower' involved in these processes; and (c) the degree of freedom and flexibility to express the idea. Contributions of the thesis to the literature include: the application of sociology of education to the social learning field; the novel application of a combination of Bernstein's pedagogic device and Maton's LCT specialisation to social learning; and an introduction of a model of LCT in the process of knowledge recontextualisation and reproduction