Participation, value rationality and mutual learning in transdisciplinary knowledge production for sustainable development

Polk, Merritt; Knutsson, Per

doi:10.1080/13504620802464841

Cited by 71 publications

(53 citation statements)

References 15 publications

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“…By conducting the workshops, the participating students in the study not only put what they had learned into practice, but also contributed to the sustainable management of marine and coastal environment. In Huang and You's study, they indicated that the public in Taiwan were more aware of international issues, than the Taiwanese marine policies [50]. In this sense, the workshops conducted by the participating students served a meaningful final goal for the project.…”

Section: Action Learning For Marine and Coastal Sustainability Servesmentioning

confidence: 99%

“…Although many studies have been carried out in recent years to examine the benefits of trans-disciplinary programs in sustainable development [12,[50][51][52][53][54], few studies have been conducted to exhibit in detail the organization as well as effects of the integrated courses. The present research adopted a trans-disciplinary case study to carry out an up-close, in-depth, and detailed examination of a case, that is, the trans-disciplinary curricula lasting one year and integrating four courses instructed by scholars from various academic backgrounds.…”

Section: A Trans-disciplinary Case Study On the Design Of Curricula Pmentioning

confidence: 99%

“…The present research adopted a trans-disciplinary case study to carry out an up-close, in-depth, and detailed examination of a case, that is, the trans-disciplinary curricula lasting one year and integrating four courses instructed by scholars from various academic backgrounds. Such a case was investigated from a specified perspective and with a special interest [50]. By adopting the qualitative case study method to closely examine the student learning experiences and perceptions, the teaching-research team was able to obtain rich understandings of the multi-faceted experiences of a single instance [55].…”

Section: A Trans-disciplinary Case Study On the Design Of Curricula Pmentioning

confidence: 99%

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Trans-Disciplinary Education for Sustainable Marine and Coastal Management: A Case Study in Taiwan

et al. 2016

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Abstract:The present study aims to investigate the effect of a trans-disciplinary design of curricula, deemed a powerful tool for teaching and research on complex environmental problems, with a goal to help solve the real problems that climate change has brought to the coastal environment in Taiwan. Three major real-life problems in southern Taiwan-declining mullet fisheries, flooding, and coral bleaching-were integrated into four courses. Adopting a qualitative case study method, the researchers investigated the student perceptions of the trans-disciplinary learning experiences, their attitudes toward marine and coastal environmental protection, and their capability of solving the problems related to marine and coastal environments. The researchers employed various methods to analyze the student reflection reports, student self-evaluation forms, and the tape-recorded class meetings. The findings suggest the following: the trans-disciplinary curriculum stands to be an innovative yet indispensable design for coastal management education; such a curriculum benefits students by equipping them with essential knowledge and skills to succeed in future marine conservation; action learning for marine and coastal sustainability serves as the final goal of trans-disciplinary learning project; a trans-disciplinary case study on the design of curricula provides effective knowledge integration of marine and coastal sustainability.

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Section: Action Learning For Marine and Coastal Sustainability Servesmentioning

confidence: 99%

Section: A Trans-disciplinary Case Study On the Design Of Curricula Pmentioning

confidence: 99%

Section: A Trans-disciplinary Case Study On the Design Of Curricula Pmentioning

confidence: 99%

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Trans-Disciplinary Education for Sustainable Marine and Coastal Management: A Case Study in Taiwan

et al. 2016

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“…Collins and Ison (2010) The aim of collective learning is to create relationships, understanding, behavioral change, and action. In collective learning, reaching consensus is not important (as it is in deliberative participation); instead, it is more interesting to discover, for example, why certain reasons are considered more legitimate and viable than others (Polk & Knutsson, 2008). Various normative standpoints must be respected and all participants are perceived as having equal legitimate voices (Polk & Knutsson, 2008;Cundill & Fabricius, 2009).…”

Section: Stakeholder Participation In Strategic Planningmentioning

confidence: 99%

Strategies and Implications for Network Participation in Regional Climate and Energy Planning

Palm

Thoresson

2013

Journal of Environmental Policy & Planning

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“…This relates to both the quantity and quality of participation (Polk andKnutsson 2008, Hebinck andPage 2017). Quantity in this case refers to whether the mixture of participants represents the stakeholders and quality refers to whether the social dynamics during the process allow for all voices to be heard.…”

mentioning

confidence: 99%

Imagining transformative futures: participatory foresight for food systems change

Hebinck¹,

Vervoort²,

Hebinck³

et al. 2018

E&S

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ABSTRACT. Transformations inherently involve systems change and because of the political nature of change, are subject to contestation. A potentially effective strategy to further transformative change that builds on interdisciplinary, multiactor, and multiscalepractices and values is the use of foresight. Foresight covers a wide range of methods to systematically investigate the future. Foresight exercises offer collaborative spaces and have the potential to conceptualize and even initiate transformative change. But there is no clear understanding of the possibilities and limitations of foresight in this regard. This explorative paper builds on foresight and sociology and interrogates the role of foresight in transformative change, building on four cases. These cases are embedded in different contexts and characterized by different organizational approaches and constellations of actors. Nevertheless, they share the common goal of transformative food systems change. By reflecting on the processes that play a role in foresight workshops, we analyze what created conditions for transformative change in these four empirical cases. We have operationalized these conditions by distinguishing layers in the structuring processes that influence the impact of the foresight process. Based on this analysis, we conclude that there are three roles, ranging from modest to more ambitious, that foresight can play in transformative change: preconceptualization of change; offering an avenue for the creation of new actor networks; and creation of concrete strategies with a high chance of implementation. Furthermore, contributing to future design of foresight processes for transformative change, we offer some crucial points to consider before designing foresight processes. These include the role of leading change makers (including researchers), the risk of co-option by more regime-driven actors, and the ability to attract stakeholders to participate.

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Participation, value rationality and mutual learning in transdisciplinary knowledge production for sustainable development

Cited by 71 publications

References 15 publications

Trans-Disciplinary Education for Sustainable Marine and Coastal Management: A Case Study in Taiwan

Trans-Disciplinary Education for Sustainable Marine and Coastal Management: A Case Study in Taiwan

Strategies and Implications for Network Participation in Regional Climate and Energy Planning

Imagining transformative futures: participatory foresight for food systems change

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