Transdisciplinarity is not a new science per se, but a new methodology for doing science with society. A particular challenge in doing science with society is the engagement with non-academic actors to enable joint problem formulation, analysis and transformation. How this is achieved differs between contexts. The premise of this paper is that transdisciplinary research (TDR) methodologies designed for developed world contexts cannot merely be replicated and transferred to developing world contexts. Thus a new approach is needed for conducting TDR in contexts characterised by high levels of complexity, conflict and social fluidity. To that end, this paper introduces a new approach to TDR titled emergent transdisciplinary design research (ETDR). A core element of this approach is that the research process is designed as it unfolds, that is, it transforms as it emerges from and within the fluid context. The ETDR outlined in this paper emerged through a case study in the informal settlement (slum) of Enkanini in Stellenbosch, South Africa. This case study demonstrates the context from and within which the ETDR approach and identifies a set of guiding logics that can be used to guide ETDR approaches in other contexts. The study demonstrates that the new logics and guiding principles were not simply derived from the TDR literature, but rather emerged from constant interacting dynamics between theory and practice. Learning how to co-design the research process through co-producing transformative knowledge and then implementing strategic interventions to bring about incremental social change is key to theory development in ways that are informed by local contextual dynamics. There are, however, risks when undertaking such TDR processes such as under-valuing disciplinary knowledge, transferring risks onto a society, and suppressing 'truth-to-power'.
The number of mites (cumulated total, peak and monthly means) in the debris was found to be a poor indicator of colony survivorship in the following year. The total yearly natural mite drop ranged from 10 000 to 40 000 (mean = 20 000 ± s.e. = 3 800, n = 7) in colonies which lived the following year and from 10 000 to 60 000 (mean = 29 000 ± s.e. = 6 000, n = 8) in those that collapsed in the following year. This corresponds to estimated peak mite populations of 2 500 to 15 000 in surviving colonies and 2 600 to 16 000 mites in collapsing colonies, as indicated by a mite model [8]. Other bee diseases (foulbrood, chalkbrood, Nosema apis, Amoeba and the parasite Acarapis woodi ) were either not detected or at insignificant levels.Overall, six types of virus were found in adult worker bees and one in brood (table I). Three of these, filamentous virus (FV), bee virus X (BVX) and bee virus Y (BVY) are associated * Correspondence and reprints.
Calls for transformative adaptation to climate change require attention to the type of capacity building that can support it. Community-level capacity building can help to ensure ownership and legitimacy of longer-term interventions. Given that marginalized communities are highly vulnerable to climate risk, it is important to build their capacity to adapt locally and to integrate their perspectives into higherlevel adaptation measures. Current adaptation policy does not pay sufficient attention to this. Using a Cape Town-based project on water governance in lowincome urban settlements, this paper explores how a transdisciplinary research project supported capacity building. Our findings suggest that knowledge cocreation at the community level is central to the capacity building that is needed in order to inform transformative adaptation. The collaborative methodology used is also important; we illustrate how a transdisciplinary approach can contribute to transformative adaptation where knowledge is co-produced to empower community-level actors and organizations to assert their perspectives with greater confidence and legitimacy. We argue that if capacity building processes shift from the top-down transferal of existing knowledge to the co-creation of contextual understandings, they have the potential to deliver more transformative adaptation. By considering diverse sources of knowledge and knowledge systems, capacity building can start to confront inequalities and shift dominant power dynamics. Adaptation policy could provide more guidance and support for community-level transdisciplinary processes that can enable this type of transformative adaptation. Key policy insights. To address equity and justice issues as well as climate risk, adaptation policy needs to better support transformative adaptation. . Community-level capacity building, called for by developing countries, will benefit from more attention to bottom-up approaches as a complement to top-down ones. . Community-led research that draws on a diversity of knowledge systems can effectively inform the development of transformative adaptation interventions. . Transdisciplinary research methods present a promising pedagogical approach to building transformative adaptation capacity. . Adaptation policy for capacity building would benefit from a broader understanding of governance that includes local participation and values bottom-up contributions. . A priority for capacity building is getting previously excluded actors a spot at the negotiating table as well as skills to substantiate their arguments.
Inter-and transdisciplinarity is an essential research approach to address complex sustainability problems from a "science with society" perspective instead of the traditional approach of "science for society". We describe the specific challenges of integrating the principles of inter-and transdisciplinarity into doctoral studies using the example of two structured doctoral programs on sustainability in Europe (Austria) and Africa (South Africa). We compare the institutional setup, the management structure, the definition of the thematic focus areas and the student selection process. An important aspect is the design of a study program to introduce students to the core concepts and principles of inter-and transdisciplinary research and to prepare them for the empirical practice. Regular exchange between students and supervisors forms the basis for the development of a shared research culture. We conclude that critical issues for success are support by the university leadership, safeguarding of long-term funding, development of appropriate supervisory capacity and integration into existing academic structures and administrative processes.
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