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- Adger, W. Neil, et al.
(författare)
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Resilience implications of policy responses to climate change
- 2011
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Ingår i: Wiley Interdisciplinary Reviews. - : Wiley. - 1757-7780 .- 1757-7799. ; 2:5, s. 757-766
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Tidskriftsartikel (refereegranskat)abstract
- This article examines whether some response strategies to climate variability and change have the potential to undermine long-term resilience of social-ecological systems. We define the parameters of a resilience approach, suggesting that resilience is characterized by the ability to absorb perturbations without changing overall system function, the ability to adapt within the resources of the system itself, and the ability to learn, innovate, and change. We evaluate nine current regional climate change policy responses and examine governance, sensitivity to feedbacks, and problem framing to evaluate impacts on characteristics of a resilient system. We find that some responses, such as the increase in harvest rates to deal with pine beetle infestations in Canada and expansion of biofuels globally, have the potential to undermine long-term resilience of resource systems. Other responses, such as decentralized water planning in Brazil and tropical storm disaster management in Caribbean islands, have the potential to increase long-term resilience. We argue that there are multiple sources of resilience in most systems and hence policy should identify such sources and strengthen capacities to adapt and learn.
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| 2. |
- Chambers, Josephine M., et al.
(författare)
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Co-productive agility and four collaborative pathways to sustainability transformations
- 2022
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Ingår i: Global Environmental Change. - : Elsevier BV. - 0959-3780 .- 1872-9495. ; 72
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Tidskriftsartikel (refereegranskat)abstract
- Co-production, the collaborative weaving of research and practice by diverse societal actors, is argued to play an important role in sustainability transformations. Yet, there is still poor understanding of how to navigate the tensions that emerge in these processes. Through analyzing 32 initiatives worldwide that co-produced knowledge and action to foster sustainable social-ecological relations, we conceptualize 'co-productive agility' as an emergent feature vital for turning tensions into transformations. Co-productive agility refers to the willingness and ability of diverse actors to iteratively engage in reflexive dialogues to grow shared ideas and actions that would not have been possible from the outset. It relies on embedding knowledge production within processes of change to constantly recognize, reposition, and navigate tensions and opportunities. Co-productive agility opens up multiple pathways to transformation through: (1) elevating marginalized agendas in ways that maintain their integrity and broaden struggles for justice; (2) questioning dominant agendas by engaging with power in ways that challenge assumptions, (3) navigating conflicting agendas to actively transform interlinked paradigms, practices, and structures; (4) exploring diverse agendas to foster learning and mutual respect for a plurality of perspectives. We explore six process considerations that vary by these four pathways and provide a framework to enable agility in sustainability transformations. We argue that research and practice spend too much time closing down debate over different agendas for change - thereby avoiding, suppressing, or polarizing tensions, and call for more efforts to facilitate better interactions among different agendas.
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| 3. |
- Chambers, Josephine M., et al.
(författare)
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Six modes of co-production for sustainability
- 2021
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Ingår i: Nature Sustainability. - : Springer Science and Business Media LLC. - 2398-9629. ; 4, s. 983-996
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Tidskriftsartikel (refereegranskat)abstract
- Co-production includes diverse aims, terminologies and practices. This study explores such diversity by mapping differences in how 32 initiatives from 6 continents co-produce diverse outcomes for the sustainable development of ecosystems at local to global scales. The promise of co-production to address complex sustainability challenges is compelling. Yet, co-production, the collaborative weaving of research and practice, encompasses diverse aims, terminologies and practices, with poor clarity over their implications. To explore this diversity, we systematically mapped differences in how 32 initiatives from 6 continents co-produce diverse outcomes for the sustainable development of ecosystems at local to global scales. We found variation in their purpose for utilizing co-production, understanding of power, approach to politics and pathways to impact. A cluster analysis identified six modes of co-production: (1) researching solutions; (2) empowering voices; (3) brokering power; (4) reframing power; (5) navigating differences and (6) reframing agency. No mode is ideal; each holds unique potential to achieve particular outcomes, but also poses unique challenges and risks. Our analysis provides a heuristic tool for researchers and societal actors to critically explore this diversity and effectively navigate trade-offs when co-producing sustainability.
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| 4. |
- darcy, laura, 1967-, et al.
(författare)
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Humanising children's suffering during medical procedures
- 2017
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Ingår i: European Conference in Nursing and Nursing Research 2017. - : Springer Science and Business Media LLC. ; , s. 32-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Humanising children’s suffering during medical procedures Laura Darcy, Katarina Karlsson, Kate GalvinBackground: The views of children have historically been seen as unimportant – they have been viewed as unintelligent and unable to tell of their experiences or participate in care, resulting in dehumanisation. Recent research has given young vulnerable children a voice and highlighted the importance of caring humanly for sick children (Darcy, 2015 & Karlsson, 2015). A conceptual framework consisting of eight dimensions of humanisation has been proposed by Todres, Galvin and Holloway (2009)which can highlight the need for young children to be cared for as human beings: Insiderness, Agency, Uniqueness, Togetherness, Meaning – making, Personal journey, Sense of Place and Embodiment. The aim of this study is to demonstrate the value of a humanising theoretical framework in paediatric care illustrated by examples of young children’s suffering when undergoing medical procedures.Materials and Methods: In two separate Swedish studies 20 children (3-7 years of age) with a variety of diagnosis were interviewed about their experiences of everyday life with cancer or their experiences of undergoing painful medical procedures. Parents and nurses views were welcomed as complimentary to child data. Interviews had been analysed qualitatively by either content analyses or by phenomenological and life world hermeneutic approaches. In the present study, a secondary inductive qualitative content analysis of the results has been made based on the proposed dimensions of humanisation/dehumanistion.Results: The eight dimensional framework Illustrated several forms of dehumanisation: Objectification –children’s opinions and experiences are seldom requested; Passivity – the use of restraint still happens and negatively affects the child; Homogenisation – children are viewed as their diagnosis; Isolation – children sense separation from parents, siblings and friends; Loss of meaning –appropriate information and preparation for the child is lacking; Loss of personal journey - everyday life functioning is affected making it difficult to see meaning; Dislocation – a sense of homelessness is experienced at home, at the hospital and at preschool/school; Reductionist view – medical procedures becomes the professional focus of care, not the child.Conclusion: Dehumanisation occurs when humanising dimensions are obscured to a significant degree. Children’s own voices in care and research are required to correct the present power imbalance. Children require assistance in making sense of healthcare situations through play and preparation. Access to family and friends, being treated with dignity and encouragement to participate in care, will encourage humanising the dehumanisation illustrated in this study.References: Darcy, L. (2015). The everyday life of young children through their cancer trajectory. Jönköping: School of Health Sciences.Karlsson, K. (2015). ”I´m afraid, I want my mommy”: Younger children´s, parents’ and nurses´ lived experiences of needle procedures in health care. Jönköping: Jönköping University, School of Health and WelfareTodres, L., Galvin, K. T., & Holloway, I. (2009). The humanization of healthcare: A value framework for qualitative research. International Journal of Qualitative Studies on Health and Well-being, 4(2), 68-77.
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| 6. |
- Ekebergh, Margaretha, et al.
(författare)
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Ways of intertwining caring and learning : supporting an embodied understanding of how patients can be cared for within an existential framework
- 2013
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Konferensbidrag (refereegranskat)abstract
- To support care for patients in an adequate way, Caring science theory and nursing practice need to be intertwined to bridge problematic dualisms such as mind and body, sense and sensibility, theory and practice, learning and caring. The overall aim in caring is to support wellbeing and to strengthen health and how this is achieved has been discussed extensively. However ways of overcoming such dualistic understandings are needed to pave the way for a care that is up to the task of responding to human possibilities and vulnerabilities within the complexity of existence.In supporting patients, we argue that a range of aspects, inter-relational, intellectual, emotional and embodied need to be evoked and reflected upon by students as a beginning foundation for the incorporation of, and the intertwining of Caring science theory and practice. This intertwining draws on knowledge for ‘the head’, ‘the heart’, ‘the hand’ (Galvin & Todres, 2013) and can develop and support a particular sensibility and sensitivity both of which are needed within clinical and learning contexts.In this presentation we will show the importance of a solid theoretical foundation drawn from Husserl’s lifeworld theory and theory of intentionality, Merleau-Ponty’s later philosophy concerning how everything is intertwined in existence, as well as Gadamer’s ideas about shared understandings and Gendlin’s work on embodied relational understanding. While we have drawn from all these phenomenological perspectives, we will show how they serve as a coherent direction for overcoming the dualistic consequences of ‘splits’ such as, between human and world, illness and well-being , caring and technology, learning and caring, youth and old age, life and death and so on (Dahlberg et al., 2009).Such existential ways of understanding and well considered ‘didactic tools’ are needed to support this concern. We will share a number of illustrations from the lifeworld led care and education theme within EACS to contribute to such developments:Embodied interpretations shared as poems (Galvin & Todres, 2011)Using films to support the understanding of Caring science theory and practice (Hörberg, Ozolins & Ekebergh, 2011; Hörberg & Ozolins, 2012)Learning through students’ creating poems from their responses to film (Hörberg, Ozolins & Galvin)The intertwining of caring and learning in clinical settings illustrated through two examples: firstly, a ‘developing and learning care unit’ (Ekebergh, 2009, 2011; Holst & Hörberg, 2012, 2013) and secondly, as a student led health clinic (Ozolins & Elmqvist & Hörberg, 2013) both supported by structures specifically from the lifeworld perspective.This paper could serve reflection on how to integrate Caring science theory with practice in order to develop new curricula and practice to take care of the pending dualisms and other obscuring influences, such as 21st century organisational structures and demands that are problematic in research, learning and caring.
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| 10. |
- Hörberg, Ulrica, 1968-, et al.
(författare)
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Using lifeworld philosophy in education to intertwine caring and learning : an illustration of ways of learning how to care
- 2019
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Ingår i: Reflective Practice. - : Taylor & Francis. - 1462-3943 .- 1470-1103. ; 20:1, s. 56-69
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Tidskriftsartikel (refereegranskat)abstract
- Our general purpose is to show how a philosophically oriented theoretical foundation, drawn from a lifeworld perspective can serve as a coherent direction for caring practices in education. We argue that both caring and learning share the same ontological foundation and point to this intertwining from a philosophical perspective. We proceed by illustrating shared epistemological ground through some novel educational practices in the professional preparation of carers. Beginning in a phenomenologically oriented philosophical foundation, we will first unfold what this means in the practice of caring, and secondly what it means for education and learning to care in humanly sensitive ways. We then share some ways that may be valuable in supporting learning and health that provides a basis for an existential understanding. We argue that existential understanding may offer a way to bridge the categorisations in contemporary health care that flow from problematic dualisms such as mind and body, illness and well-being, theory and practice, caring and learning. Ways of overcoming such dualistic splits and new existential understandings are needed to pave the way for a care that is up to the task of responding to both human possibilities and vulnerabilities, within the complexity of existence. As such, we argue that caring and learning are to be understood as an intertwined phenomenon of pivotal importance in education of both sensible and sensitive carers. Lifeworld led didactics and reflection, which are seen as the core of learning, constitute an important educational strategy here.
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