Public geographies II: Being organic

Fuller, Duncan; Askins, Kye

doi:10.1177/0309132509356612

Cited by 56 publications

(34 citation statements)

References 21 publications

(19 reference statements)

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“…We propose three ways in which the notion of ‘impact’ might be reworked towards this goal. The issues we raise relate not only to the REF, but also apply more widely to the current zeitgeist for University/public engagement that has been felt as keenly in geography as elsewhere (see Fuller and Askins 2010).…”

Section: Assessing Research Impact: a Perspective From Participatory mentioning

confidence: 99%

Geographies of impact: power, participation and potential

Pain¹,

Kesby

Askins

2010

Area

Self Cite

167

159

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In this paper we offer a critique and an alternative to current proposals to include the economic and social impacts of research in the next UK audit of academic research. In contrast to most responses from UK academics, our argument is for impact; while the growing marketisation of knowledge is to be deplored, resources and activities within universities do have a vital role to play in progressive social change. The problem is that the current proposals will produce and retrench an elite model of power/knowledge relationships. We propose an understanding of impact based on the co‐production of knowledge between universities and communities, modelled in research practice in participatory geographies. This is more likely to result in more equitable and radically transformative impacts of knowledge, making us socially accountable rather than driven by economic accountancy.

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Section: Assessing Research Impact: a Perspective From Participatory mentioning

confidence: 99%

Geographies of impact: power, participation and potential

Pain¹,

Kesby

Askins

2010

Area

Self Cite

167

159

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show abstract

“…However, as systems change due to exogenous forces, the local received wisdoms, current knowledges, historical data and other lessons of the past will be less able to directly and independently guide policy and action (Folke et al 2005). That presents an opportunity for the open-minded discipline of geography to provide the knot in the threads of old and new knowledge that can guide targeted and effective adaptation outcomes at different spatial scales (Fuller & Askins 2010). In fact, it becomes possible to argue that the spatial focus of geography provides the discipline with a unique synthesising forum to integrate current and projected scientific data with people's learning about future risks to effectively inform adaptation policy (Castree et al 2013;Müller-Mahn 2013).…”

Section: Social Learning and Climate Change Riskmentioning

confidence: 99%

“…For example, the management of heat stress alone is a major challenge for Adelaide (Akompab 2013). To help develop that new conversation, the social learning approach supported organisations to account for future risk, while facilitating discussions of transformative change (Tickle 2001;Fuller & Askins 2010).…”

Section: The Organic Intellectualmentioning

confidence: 99%

Navigating the Roles of the Social Learning Researcher: a critical analysis of a learning approach to guide climate change adaptation

Bardsley

2014

Australian Geographer

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Climate change adaptation is now a core theme of Australian geographical research. Climatic risks to socio-ecosystems are unbounded and highly uncertain and as a result require learning-based approaches to generate appropriate adaptation responses. Geographical research can effectively integrate knowledge developed through the mutual learning of researchers and stakeholders within a place to help guide adaptation planning. The roles of the geographer as a social learning researcher are critically analysed within the context of climate change adaptation research undertaken to support regional natural resource management adaptation planning in South Australia. Three research roles from the social learning literature are used to frame the analysis: the organic intellectual; the advocate for social justice; and the contemporary professional academic. While the social learning helped to develop a range of experimental adaptation policies and actions, the research would have proceeded more effectively if the challenges of the approach had been initially understood. The problems which emerge from social learning research, including inevitable tensions between real-world and academic outcomes, need to be acknowledged along with any successes to prepare future geographers to facilitate learning about socioecological risk.

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“…While some synergies exist, there can be significant differences in philosophies and practices across a wide continuum of engagement. We call for careful attention between initiatives deployed to shore up existing academic and institutional privilege, and activities that work to destabilise it (see Fuller and Askins 2010). Slater is right that the ESRC deploys the language of ‘participation’, ‘empowerment’‘capacity building’, as do major institutions of governance and finance and multinational corporations; this does not mean they own it, nor does it necessitate rejecting the concept of participation itself.…”

Section: What and Where Are Participatory Geographies?mentioning

confidence: 99%