Local Governance Versus Centralization: Connecticut Wetlands Governance as a Model

Scholars disagree whether local decision making is inherently more democratic and sustainable than centralized governance structures. While some maintain it is, due to the incorporation of local knowledge, citizen decision makers' closeness to the issues, and the benefits of participatory democracy, others find it as susceptible to issues of corruption and poor implementation as any other scale. We argue that with wetlands, a natural resource with critical local benefits, it is imperative to incorporate local governance, using the U.S. state of Connecticut as an example. Despite the American policy of No Net Loss, the local benefits of wetland resources cannot be aggregated on a national scale. Each local ecosystem needs wetland resources to ensure local ecological benefits such as flood control and pollution remission, as well as the substantial economic benefits of recreation. We illustrate the benefits of local control of wetlands with data from the American state of Connecticut, which consistently surpasses the federal wetland goal of No Net Loss due, we argue, to the governance structure of town‐level wetlands commissions. A national policy such as No Net Loss, where wetlands are saved or created in designated areas and destroyed in others, is insufficient when it ignores critical benefits for localities. The Connecticut system using local volunteers and unpaid appointees is a successful method for governing common‐pool wetland systems. In the case of Connecticut, we find that local decision making is not a “trap,” but instead an effective model of sustainable, democratic local governance.     

Epistemic stance in orchestral interaction

An interactional participant's epistemic status relies on their access to “epistemic domains” which exist beyond the unfolding interaction in which they are expressed. Heritage argues that comparative access and epistemic status can be described along an “epistemic gradient” and that it is the expression of this status which, in the interaction, exists as the taking, aligning to, and challenging of epistemic stance. This paper describes some of the resources musicians use in interaction to encode the epistemic domains from which knowledge comes during orchestral rehearsal. As “sound-hearing” and “instrument-playing” are central to the work of musicians, the discussion will focus on how perceptions of auditory and corporeal experience are deployed as part of musicians' epistemic stance taking. I will argue that these epistemic stances, as expressions of graded and differential access to epistemic domains, form part of the construction of authority in orchestral rehearsal.