Co-production of knowledge for sustainability: an application of reflective practice in doctoral studies

Reed, Graeme; Dagli, Winifredo; Odame, Helen Hambly

doi:10.1080/14623943.2020.1733954

Cited by 13 publications

(2 citation statements)

References 32 publications

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“…Comberti et al ( 2019 ) push for more than just bridging or integrating knowledge systems, calling for the demarginalisation of Indigenous Peoples within the UNFCCC based on substantive and collaborative engagement. This aligns with other scholars, such as Reed et al ( 2020 ), who call for the concept of braiding knowledge systems to understand the multiple ontological and epistemological foundations that enter into knowledge valuation and co-production in a process of mutual respect, kindness, and generosity. This type of engagement can have a positive impact on Indigenous Peoples’ rights because it allows for the inclusion of the various components of Indigenous Peoples’ knowledge systems (Orlove et al 2022 ).…”

Section: Discussionsupporting

confidence: 83%

Indigenous Peoples’ rights in national climate governance: An analysis of Nationally Determined Contributions (NDCs)

Carmona,

Reed,

Ford

et al. 2023

Ambio

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Although the recognition of Indigenous Peoples’ contributions to climate governance by the international community has gradually increased, a rights-based approach in national climate action is still largely absent. This article analyses the recognition of Indigenous Peoples’ rights in Nationally Determined Contributions (NDCs) under the Paris Agreement. We conducted a content analysis of all NDCs submitted between 2016 and May 2022. Through a five-pronged framework of sustainable self-determination, we assessed how the NDCs recognise: i. Indigenous Peoples as rights-holders; ii. Indigenous jurisdiction over land; iii. Indigenous knowledge systems; iv. Indigenous Peoples’ right to full and effective participation in climate governance; and v. the legacy of colonialism. NDCs with references related to Indigenous Peoples are increasing. However, questions remain regarding their sincerity and commitment to implementation. States must therefore make more significant efforts to ensure that the NDCs take a rights-based approach and contribute to strengthening Indigenous Peoples’ role and say in climate governance.

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Section: Discussionsupporting

confidence: 83%

Indigenous Peoples’ rights in national climate governance: An analysis of Nationally Determined Contributions (NDCs)

Carmona,

Reed,

Ford

et al. 2023

Ambio

Self Cite

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“…Self-reflexive work has rarely been investigated to construe how transdisciplinary and transformative research procedures affect individual researchers or collaborative research teams, "how scholars make sense of these processes&#8221 (Knaggård et al 2018), and how they can achieve a higher degree of reflexivity. Moreover, few systematic suggestions for practice based on the insights of such an analysis exist to help researchers implement the reflexive practices that are communicated as essential for transdisciplinary and transformative research (e.g., Reed et al 2020): How do researchers develop and cultivate these reflexive practices? What kind of training, exercises, and attitudes do they need to remain reflexive when faced with the challenges of transdisciplinary and transformative research processes?…”

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confidence: 99%

The self in the mirror: fostering researchers’ reflexivity in transdisciplinary and transformative studies at the science-policy interface

Seggern¹,

Holst²,

Singer-Brodowski³

2023

E&S

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Reflexivity is a key expectation that researchers in transdisciplinary and transformative research for sustainable development need to meet. Its aim is to enable researchers to deal with normativity, to contribute to identifying and balancing different actors' interests in processes of knowledge production, and to strengthen a pluralistic view of implicit assumptions. When designing and realizing transdisciplinary and transformative studies, researchers face a central question: How can we develop reflexive practices and live up to the demands of such work? Considering the important role that reflexivity plays in transdisciplinary approaches, it is surprising that only few approaches have explored the specific characteristics of reflexive practices empirically and analyzed how these practices are cultivated when doing transdisciplinary and transformative research. In this article we address this research gap by presenting and discussing a case in which researchers attempted to professionalize their reflexive practices at the science-policy interface (SPI). As part of the national Monitoring of Education for Sustainable Development in Germany, we used the method of collaborative autoethnography to systematically reflect on our own thinking and actions as researchers at the SPI over a period of 11 months. Based on an analysis of 66 situations in which we took field notes, we synthesized core topics of reflection and challenges encountered throughout the process (roles, relationship patterns, and normativity) in six collaborative interpretation sessions and analyzed them to understand our own practices of engagement within the field. Grounded in this analysis of our own selves as researchers looking in the mirror, we develop hypotheses about how our specific methodological approach helped us on a practical level to foster different kinds of reflexivity. With this two-fold approach, we aim to contribute to a better understanding of possible topics, challenges, and pathways of (increased) reflexivity among researchers working at the SPI.

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Phronesis in climate change and sustainability education and practice: Importance of the immeasurable goodness of a professional

Salovaara Janne

2024

Sustainable Development

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Sustainability transformation calls for actors and agents of all types from all organisations and subsectors of society. Thus, sustainability‐themed and focused education has become a staple of higher education institutions, and the professionals and expertise produced—through learning of all sorts—have become an integral part of various organisations and their attempts to enact sustainability. A whole range of research and associated educational programmes have been founded, and various frameworks, for example those at the intersection of higher education and sustainability, and professionalism and climate change, have been study and development foci. However, few attempts at qualitative reflection and assessment have been made in this important field with its vital hypothesis that higher level of education, expertise, and professionalism will lead to higher societal sustainability impact by those educated actors. In this article, I propose that the Aristotelian concept of phronesis—as contextual and practical wisdom—can offer a framing for both reasoning about and assessing the qualitative side of being a climate change and sustainability professional. The conditions of being a sustainability professional, and the essence of phronesis thereof, are analysed from thematic in‐depth interviews with high‐level professionals, representing different organisations from various societal subsectors.

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Co-production of knowledge for sustainability: an application of reflective practice in doctoral studies

Cited by 13 publications

References 32 publications

Indigenous Peoples’ rights in national climate governance: An analysis of Nationally Determined Contributions (NDCs)

Indigenous Peoples’ rights in national climate governance: An analysis of Nationally Determined Contributions (NDCs)

The self in the mirror: fostering researchers’ reflexivity in transdisciplinary and transformative studies at the science-policy interface

Phronesis in climate change and sustainability education and practice: Importance of the immeasurable goodness of a professional

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