Towards transformative social learning on the path to 1.5 degrees

Macintyre, Thomas; Lotz‐Sisitka, Heila; Wals, A.E.J.; Vogel, Coleen; Tassone, V.C.

doi:10.1016/j.cosust.2017.12.003

Cited by 60 publications

(57 citation statements)

References 32 publications

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“…In this letter, we propose the Adaptation Knowledge Cycle (AKC); a heuristic for evaluating large bodies of knowledge output. Heuristics are widely used in climate change research and can assist with reviewing, synthesising and tracking advances in understanding (Walker et al 2006, Preston et al 2015, Macintyre et al 2018. Our heuristic can be seen as the first step a decision-making process that first clarifies what we know and still need to know, then evaluating it against a pathways process, building on clearly communicated adaptation insights.…”

Section: Introductionmentioning

confidence: 99%

Towards a heuristic for assessing adaptation knowledge: impacts, implications, decisions and actions

Cradock-Henry

Buelow

Flood

et al. 2019

Environ. Res. Lett.

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Climate change poses a significant challenge to primary industries and adaptation will be required to reduce detrimental impacts and realise opportunities. Despite the breadth of information to support adaptation planning however, knowledge is fragmented, obscuring information needs, hampering strategic planning and constraining decision-making capacities. In this letter, we present and apply the Adaptation Knowledge Cycle (AKC), a heuristic for rapidly evaluating and systematising adaptation research by analytical foci: Impacts, Implications, Decisions or Actions. We demonstrate its application through an assessment of ten years' climate change adaptation research for New Zealand's primary industries. The letter draws on the results of systematic review, empirical analysis, workshops, interviews, narrative analyses and pathways planning to synthesise information and identify knowledge gaps. Results show the heuristic's simplicity is valuable for cross-and transdisciplinary communication on adaptation in New Zealand's primary industries. Results also provide insight into what we know and need to know with respect to undertaking adaptation planning. With the development of tools and processes to inform decision making under conditions of uncertaintysuch as adaptation pathways-it is increasingly important to efficiently and accurately determine knowledge needs. The combination of systematic data collection techniques, and heuristics such as the AKC may provide researchers and stakeholders with an efficient, robust tool to review and synthesise existing knowledge, and identify emerging research priorities. Results can in turn support the design of targeted research and inform adaptation strategies for policy and practice.

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Section: Introductionmentioning

confidence: 99%

Towards a heuristic for assessing adaptation knowledge: impacts, implications, decisions and actions

Cradock-Henry

Buelow

Flood

et al. 2019

Environ. Res. Lett.

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“…the above demonstrates that all approaches are valid and necessary for sustainability transformations to occur. However, we argue that moving from technical approaches and often pre-prescribed solutions towards emergent and multi-perspective approaches can help address the root causes of climate change, and eventually contribute to curbing global warming, even though this means increasing time, contestation and negotiations [32]. In this thesis I explore this theoretical contention in practice.…”

Section: Transition and Transformation-oriented Learningmentioning

confidence: 97%

“…• The action of going beyond or overstepping some boundary or limit weaves this story together, it is important to situate transgressive learning within a framework of learning forms. In a literature review paper I published with colleagues (see appendix 1), we explored the learning orientations and approaches that encourage transformation on the path to achieving the 1.5 degree C target [32]. Figure 1 below shows the different approaches organised around a continuum of learning theory research.…”

Section: Learning Orientations Towards Meeting the 15 Degree Targetmentioning

confidence: 99%

“…Learning approaches. Taken from Macintyre et al [32], initially developed by Wals and Jickling [33]. The green lines represent the movement from technical approaches and often pre-prescribed solutions towards emergent and multi-perspective approaches.…”

Section: Learning Orientations Towards Meeting the 15 Degree Targetmentioning

confidence: 99%

“…As there are many ways to learn, it was important to explore what learning approaches encourage transformation in the context of climate change. An early literature review suggests that transformation and transition-driven approaches which emphasise the emancipatory, participatory, value-laden, transgressive co-engagement in complex matters of concern and transformative actions, can help address the root causes of climate change [32]. The empirical results of this thesis (see especially appendix 3,4 and 6) have shown that indeed such an approach can address the root causes as long as the process acknowledges the many, inevitable uncertainties involved, and recognizes that transformation pathways are iterative and volatile, sometimes expanding, sometimes contracting, and do not follow a linear logic.…”

Section: Levers and Barriers To Realizing Transgressive Learningmentioning

confidence: 99%

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The transgressive gardener : Cultivating learning-based transformations towards regenerative futures

Macintyre¹

Self Cite

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Chapter 1: Introduction to the Transgressive Gardener 1.1. Questioning the way we learn 1.2. Positioning this thesis in a metaphor 1.3. The research objective and questions of the transgressive gardener Chapter 2: Transgressive Learning and the Living Spiral Framework (Theory) 2.1. Learning orientations towards meeting the 1.5 degree target 2.2. Learning to transgress and transgressing to learn 2.3. The Living Spiral framework 2.4. Transgressing the 'norm' in the written representation of a thesis 2.5. The unfolding story of the Botón de Oro. Chapter 3: Roots-the setting of the doctoral stage 3.1. Conventional childhood 3.2. Transformation in the Ukrainian countryside 3.3. Life as a family of researchers in an ecovillage 3.4. The transgressive researcher: The setting of the doctoral stage Chapter 4: Shoots-Germinating an Action Research project (Methodology) 4.1. Participatory Action Research 4.2. Mapping transformation initiatives and engaging co-researchers 4.3. Team building and collective visions through Dragon Dreaming 4.4. Method Workshop: The T-Lab in the Ecovillage Aldeafeliz 4.5. Reflections on setting up an action research project. Chapter 5: Rot and decay-all things must die to be reborn 5.1. The 'fall' of the Mountain (Barriers) 5.2. Future search in Anthakarana: the bridge between the visible and invisible 5.3. Transgressive learning findings up until now. Chapter 6: Stems-acknowledging our role in noticing the invisible 6.1. The Tarot of transgression 6.2. Methodological innovation: Towards Transgressive Action Research 6.3. Living Spiral narratives from co-researchers 6.4. Healing concrete and an uncomfortable encounter with academic absence Chapter 7: Leaves-expansive learning through collaboration 7.1. Inviting absence into to my research: A transdisciplinary paper 7.2. Hosting T-learning spaces for transgressive researchers: The Living Aulas Research School 7.3. Empirical research on transgressive learning using the Living Spiral model. 7.4. Signs of spiralling transgressions Chapter 8: Blossoms-the flowering of transgressive learning 8.1. The multi-stakeholder course: Turismo de Origen 8.2. Designing and facilitating transgressive learning spaces 8.3. Levers and barriers to realizing transgressive learning Chapter 9: Seeds-reflexive conclusions on transgressive learning 9.1. Learning towards an unknown future 9.2. Conducting research is a learning journey. 9.3. The warrior versus the empathic stance to transgressive learning 9.4. Designing and facilitating transgressive learning 9.5. Reach for the sky, knowing your roots are firmly grounded. References 101 Appendices-published and submitted works based on the thesis 119 Appendix 1: Towards transformative social learning on the path to 1.5 degrees 121

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The Cultural Understanding of Inclusion in Diverse Settings

Strogilos¹,

Avramidis²

2017

The Wiley Handbook of Diversity in Special Education

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Towards transformative social learning on the path to 1.5 degrees

Cited by 60 publications

References 32 publications

Towards a heuristic for assessing adaptation knowledge: impacts, implications, decisions and actions

Towards a heuristic for assessing adaptation knowledge: impacts, implications, decisions and actions

The transgressive gardener : Cultivating learning-based transformations towards regenerative futures

The Cultural Understanding of Inclusion in Diverse Settings

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