Is Learning without teaching possible? The productive tension between network governance and reflexivity

ABSTRACT

Theories of reflexive governance are closely linked with the claim that more traditional modes of coordination have been replaced by networked structures, allowing reflexivity to emerge and reflexive learning to function as a steering mechanism in rapidly changing policy contexts. This paper explores this connection between reflexivity, governance, learning and networks in societal transitions, focusing particularly on the claim that networks will deliver reflexive learning. Using network theories from both policy networks and network governance and a case study of the Canadian agricultural biotechnology (agbiotech) policy network, it suggests that the kind of learning produced in networks will be a function of network structure. In particular, higher order reflexive learning will be compromised by the inevitability of the political struggle for nodality or central place in networks and the ensuing distribution of opportunities for bridging and bonding activities. Networks such as the Canadian agbiotech policy network that may promote learning but not necessarily reflexive learning are increasingly disadvantaged in contemporary policy settings.

KEYWORDS:

• Reflexivity
• policy networks
• learning
• network governance
• biotechnology policy

Acknowledgements

The authors gratefully acknowledge research support from the Social Sciences and Humanities Research Council of Canada [grant number 865-2008-0055] and Genome Canada [grant number 1304] (through the VALGEN project; valgen.ca).

Disclosure statement

No potential conflict of interest was reported by the author(s).