Exploring creative pedagogies for research methods: Reflections from a workshop series

Mainsah, Henry

doi:10.1177/20597991221114572

Cited by 2 publications

(2 citation statements)

References 49 publications

(41 reference statements)

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“…Jewitt et al (2021) suggest that in order for interdisciplinary dialogue to be effective, collaborators must experience ‘disciplinary boundary crossing, the sharing (through doing) of each other’s practices, collective interrogation of terminologies and concepts’ (Jewitt et al, 2021). Similarly, Mainsah (2022) recommends a variety of creative pedagogies to encourage interdisciplinary dialogue such as workshops with hands-on group activities and presentations (p. 253). There are many potential barriers to these principles working, such as prejudices between social and natural sciences (Redclift, 1998), difficulties of understanding the ‘other’ and considering power relations (Campbell, 2005: 576).…”

Section: Interdisciplinary Dialoguementioning

confidence: 99%

Learning through interdisciplinary dialogue: Methodological approaches for bridging epistemological divides

Brown,

Kirshner,

Dunlop

et al. 2023

Methodological Innovations

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Scientific innovations for sustainable development often make huge promises about overcoming climate change, or promote technological innovations that have potential development implications. However, the social outcomes of such interventions are often considered superficially; thus potentially reinforcing injustices or producing unforeseen, undesirable outcomes. Increasingly, projects claim to have an interdisciplinary dimension, but processes of interdisciplinary dialogue can be difficult to maintain. This means that researchers have to be prepared to engage in potentially extensive, transformative dialogue and be willing to learn from the disciplinary knowledge of the other. This can be methodologically challenging both for natural and social scientists. This paper reports meta-research exploring the methodological processes and learning experiences of academics involved in research on the implementation of second-generation biofuel technology. Through interdisciplinary meetings, workshops, reflections and interviews we built up sustainable relationships and bridged epistemological divides. Our approach to interdisciplinary dialogue offers insights into the methodological challenges of interdisciplinary work. We used the framework of transformative learning theory to identify key aspects of the interdisciplinary process and reflected on the need for sustained and open opportunities for dialogue in order to find genuine ways to communicate across disciplines. We explicitly revealed and considered our taken-for-granted assumptions to identify what we understood by key terms and processes, including ‘sustainable’, ‘development’, ‘methodology’, ‘truth’, ‘marginal land’ and ‘outputs’. We found these encounters created opportunities to influence the trajectory of each other’s research and thinking, with the ideal of social and environmental justice prominent in all our discussions. It was through ongoing learning and dialogue that we found that the multifaceted challenges of sustainable development research can become more open, more critical and more able to reveal appropriate solutions and promote relevant ongoing scientific research. This interplay between disciplines is an innovative way to influence decision-making directly.

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Section: Interdisciplinary Dialoguementioning

confidence: 99%

Learning through interdisciplinary dialogue: Methodological approaches for bridging epistemological divides

Brown,

Kirshner,

Dunlop

et al. 2023

Methodological Innovations

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“…Finally, a workshop group exploring Parisian market smells initially met together to discuss exploration plans before separating for independent smellwalks. Here, data were collected via note taking and smartphone cameras, and participants explored the markets purposively to visually map detected smells ( Mainsah 2022 ).…”

Section: Introductionmentioning

confidence: 99%

Methodologies for smellwalks and scentwalks—a critical review

Parker,

Spennemann,

Bond

2024

Chemical Senses

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Olfactory elements of the human environment are essential with respect to culture, society and heritage, and robust methodological approaches are necessary to identify and describe aspects of this sensory component. To accurately investigate and advance knowledge of olfactory composition of spaces and places, that is, a smellscape – an olfactory contextualized landscape – innovative methodologies such as smellwalks can be employed as part of the research approach. Despite the increasing use of smellwalks, there is no current standard methodology for this investigative method in practice. We identify major themes including variance of group size, participant versus researcher-led walking techniques, reinvention of smellwalking process, and methodological discussion and theory. Limitations and future research potential are suggested, including that of group dynamics, attribute focus, the extension of smellwalk attribute data beyond traditional hedonic attributes, and avenues for development of future processes and protocols for multisensory sensewalks.

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Exploring creative pedagogies for research methods: Reflections from a workshop series

Cited by 2 publications

References 49 publications

Learning through interdisciplinary dialogue: Methodological approaches for bridging epistemological divides

Learning through interdisciplinary dialogue: Methodological approaches for bridging epistemological divides

Methodologies for smellwalks and scentwalks—a critical review

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