Food producers can define collective quality standards and legally protect the origin, characteristics, traditions and the reputation of a place-based product through geographical indications (GIs). Producers, processors and other relevant actors in the GI production system codify and adapt their production rules via the GI Product Specification and possible amendments. Based on the Management and Transition Framework (Pahl-Wostl et al. 2010), we developed a framework to analyze the role of social learning in food quality governance and adaptation. We analyzed as case studies two cheeses protected by a Protected Designation of Origin, Laguiole (France) and Bitto (Italy). They were selected according to diverse institutional contexts, existing amendments of the Product Specification, and access to documents and interviewees willing and capable to recall the amendment processes. A comparative case study approach served to analyze the amendment processes embedded in different arenas for social learning. Actors amended their Product Specification due to both system-internal (e.g., locally generated knowledge, negotiation processes) and external (e.g., market evolution, new breeds/varieties) pressures. In the two cases, there have been social learning processes among local producers, with diverging outcomes. The results shed light on the dynamic interactions of the drivers for amendments, knowledge generation and integration processes, social learning and negotiation, learning outcomes as well as re–evaluation and re-negotiation. The design of multi-level social learning arenas can help protecting the product identity of evolving social-ecological systems and may contribute to a consistent and long-term strategy going beyond short-term local pressures.

中文翻译：

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食品质量管理中的社会学习–地理标志修正案的证据

食品生产者可以定义集体质量标准，并通过地理标志（GI）合法地保护以地为基础的产品的起源，特征，传统和声誉。地理标志生产系统中的生产者，加工者和其他相关参与者通过地理标志产品规范和可能的修订来编纂和调整其生产规则。基于管理和过渡框架（Pahl-Wostl等，2010），我们开发了一个框架来分析社会学习在食品质量管理和适应中的作用。作为案例研究，我们分析了两种奶酪，它们分别由受保护的原产地标记Laguiole（法国）和Bitto（意大利）保护。他们是根据不同的机构环境，产品规范的现有修订，以及愿意和有能力回顾修正程序的文件和受访者。比较案例研究方法有助于分析嵌入不同领域的社交学习修正过程。由于系统内部（例如，本地生成的知识，谈判过程）和外部（例如，市场发展，新品种/新品种）的压力，参与者修改了其产品规格。在这两种情况下，当地生产者之间存在社会学习过程，结果各不相同。研究结果揭示了修正驱动因素，知识生成和整合过程，社会学习与谈判，学习成果以及重新评估和重新谈判的动因之间的动态相互作用。