The role of learning in transdisciplinary research: moving from a normative concept to an analytical tool through a practice-based approach

Abstract

The role of learning in transdisciplinary research: moving from a normative concept to an analytical tool through a practice-based approach. Sustainability Science. Volume: 11, Number: 3, pp 385-397. http://dx.doi.org/10.1007/s11625-016-0358-4.Access to the published version may require journal subscription. Published with permission from: Springer. Abstract Transdisciplinary (TD) research is an example of a participatory research approach that has been developed to address the complexity of societal problems through the exchange of knowledge and expertise across diverse groups of societal actors. The concept of knowledge exchange is central to the ability of TD research to produce usable knowledge. There is, however, limited theoretical attention to the processes that enable knowledge exchange, namely learning. In this article we analyze the "transferability" of knowledge generated in TD research settings from a practice-based approach. In this approach, learning and knowing are seen as situated in social practices, in meaning making processes where the involved participants make sense of what they do and why they do it. We describe and analyze three TD projects, and discuss the role of practitioners´ perspectives in the interpretation of the tasks and realization of TD, and in the consequences this has for the organization of the research process and the usability of its results. The analysis shows that while the project teams were given the same task and framework, they did not understand or enact TD in a similar fashion. The three projects created different goals and organizations. They also resulted in different challenges, which could be identified and analyzed by the use of a practice-based approach to learning. In the conclusions, we identify aspects for both practice and research that are important for creating sufficient conditions for learning in TD research processes so that they can better promote contributions to societal change.

Understanding mechanisms of conflict resolution beyond collaboration: an interdisciplinary typology of knowledge types and their integration in practice

“…Given that the transdisciplinary discourse itself is interdisciplinary, knowledge integration is framed from within a variety of theoretical and disciplinary approaches. One of the main focus areas in the TDR literature included in our review is the research process itself, how it is characterized, what features it has, what forms it takes, what its goals are and how different degrees and types of participation/collaboration effect societal outcomes (Jahn and Keil 2015;Pohl and Hirsch Hadorn 2008;Talwar et al 2011;Walter et al 2007;Wiek et al 2014;Westberg and Polk 2016;Wickson et al 2006). Overall, participation and learning (mutual, social, situated) are seen as mechanisms for ensuring sufficient integration of knowledge, expertise and values from different stakeholder groups.…”

“…The second includes knowledge classifications based on the type of analysis being undertaken such as instrumental, normative and predictive (Burger and Kamber 2003;Pohl 2011). The third focuses more on mutual learning processes and includes how knowledge systems are constituted in different communities, collectives and epistemologies (Burger and Kamber 2003;Pohl 2011;Westberg and Polk 2016).…”

“…Knowledge integration is also approached with a focus on mutual learning processes as well as how this learning occurs within group settings (e.g., Godemann 2008;Westberg and Polk 2016). Here the focus is on the specific aspects of the knowledge/knowing concept and how different types of knowledge/expertise are brought together via, for example creating a common knowledge base, cognitive frame, and shared mental modes through situated and social interactions within a group (Godemann 2008;Schauppenlehner-Kloyber and Penker 2015;Westberg and Polk 2016).…”

Participation as Relational Space: A Critical Approach to Analysing Participation in Sustainability Research

“…. ] norms regarding how to handle different and conflicting opinions within the temporary practice" [133] (p. 394).…”

Where There Is No History: How to Create Trust and Connection in Learning for Transformation in Water Governance

“…In order to achieve scientifically rigorous and socially robust solutions in transformations towards sustainable water governance, various actors initiate gatherings for co-creation of knowledge between science and practice [1]. In Uppsala (Sweden), one of these learning settings was a speed-dating workshop.…”