| 1. |
- Andersson, Pia, et al.
(författare)
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The promise of scaffolding : a metaphor and living practice for transdisciplinary inquiry
- 2023
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Ingår i: Handbook of transdisciplinarity. - Cheltenham, UK : Edward Elgar Publishing. - 9781802207828 - 9781802207835 ; , s. 28-43
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Bokkapitel (refereegranskat)abstract
- Scaffolding is becoming an increasingly common concept in transdisciplinary research. However, there is some uncertainty about what scaffolding as a practice means for the research process, other than the wide-ranging use of tools and facilitated methods. In this chapter, we start from a societal need to co-create knowledge for complex thinking on complex issues as we argue that learning is central and that scaffolding has an important role to play in promoting learning as both process and process outcome. The chapter examines scaffolding both as metaphor and practice, and how these perspectives of scaffolding have bearings on transdisciplinary projects. We build our discussion from two components: an imaginary walk on the construction site and diverse principles and practices for complex thinking taken from varying disciplinary discourse where collaborative processes are central. We continue by developing a model for scaffolding from a systemic approach - a learning system - based on previous learning models. The chapter concludes with a discussion on the promises and pitfalls of scaffolding in transdisciplinary research and how scaffolding opens new avenues for transdisciplinary processes.
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| 2. |
- Andersson, Pia, 1968, et al.
(författare)
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The promise of scaffolding: a metaphor and living practice for transdisciplinary inquiry
- 2023
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Ingår i: Handbook of transdisciplinarity: Global perspectives. - Cheltenham, UK; Northampton, MA, USA : Edward Elgar Publishing. - 9781802207828 ; , s. 28-43
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Bokkapitel (refereegranskat)abstract
- Scaffolding is becoming an increasingly common concept in transdisciplinary research. However, there is some uncertainty about what scaffolding as a practice means for the research process, other than the wide-ranging use of tools and facilitated methods. In this chapter, we start from a societal need to co-create knowledge for complex thinking on complex issues as we argue that learning is central and that scaffolding has an important role to play in promoting learning as both process and process outcome. The chapter examines scaffolding both as metaphor and practice, and how these perspectives of scaffolding have bearings on transdisciplinary projects. We build our discussion from two components: an imaginary walk on the construction site and diverse principles and practices for complex thinking taken from varying disciplinary discourse where collaborative processes are central. We continue by developing a model for scaffolding from a systemic approach – a learning system – based on previous learning models. The chapter concludes with a discussion on the promises and pitfalls of scaffolding in transdisciplinary research and how scaffolding opens new avenues for transdisciplinary processes.
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| 3. |
- Dymitrow, Mirek, et al.
(författare)
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A model for co-production of knowledge: Creating a Research Forum
- 2021
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Ingår i: Transdisciplinary knowledge co-production: A guide for sustainable cities. - Rugby, UK : Practical Action Publishing. - 9781788531450 - 9781788531467 - 9781788531481 ; , s. 144-147
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Bokkapitel (refereegranskat)abstract
- Collaborations based on academic–practitioner interactions are not always as straightforward as presented in commonplace transdisciplinary theory. This chapter provides the most important insights from past and ongoing work from a sustainability project that uses the ‘Research Forum’ (RF) as a new a means of co-producing transdisciplinary knowledge. The findings center on four of the most common modes of interaction encountered during our work with the RF: academics to practitioners (A > P); practitioners to academics (A < P); academics with practitioners (A >< P); and academics without practitioners (A | P). As such, the RF a method helps better grasp the complexity of transdisciplinary interaction using the principle of separation between the different forms of actor configurations that may arise. We conclude that the specificity of different forms of knowledge cannot me melted into an amorphous mass, elsewise co-production is likely to become a tokenistic effort of little applicatory utility. Put simply, we must constantly remain open to change but also stay protective of knowledge that works without reinvigoration.
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| 4. |
- Finnveden, G., et al.
(författare)
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Evaluation of integration of sustainable development in higher education in Sweden
- 2020
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Ingår i: International Journal of Sustainability in Higher Education. - : Emerald. - 1467-6370. ; 21:4, s. 685-698
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Tidskriftsartikel (refereegranskat)abstract
- Purpose Since 2006, higher education institutions (HEIs) in Sweden, should according to the Higher Education Act, promote sustainable development (SD). In 2016, the Swedish Government asked the Swedish higher education authority to evaluate how this study is proceeding. The authority chose to focus on education. This paper aims to produce a report on this evaluation. Design/methodology/approach All 47 HEIs in Sweden were asked to write a self-evaluation report based on certain evaluation criteria. A panel was appointed consisting of academics and representatives for students and working life. The panel wrote an evaluation of each HEI, a report on general findings and recommendations, and gave an overall judgement of each HEI in two classes as follows: the HEI has well-developed processes for integration of SD in education or the HEI needs to develop their processes. Findings Overall, a mixed picture developed. Most HEIs could give examples of programmes or courses where SD was integrated. However, less than half of the HEIs had overarching goals for integration of SD in education or had a systematic follow-up of these goals. Even fewer worked specifically with pedagogy and didactics, teaching and learning methods and environments, sustainability competences or other characters of education for SD. Overall, only 12 out of 47 got a higher judgement. Originality/value This is a unique study in which all HEIs in a country are evaluated. This provides unique possibilities for identifying success factors and barriers. The importance of the leadership of the HEIs became clear.
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| 5. |
- Finnveden, Göran, et al.
(författare)
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Evaluation of integration of sustainable development in higher education in Sweden
- 2020
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Ingår i: International Journal of Sustainability in Higher Education. - : Emerald Group Publishing Limited. - 1467-6370 .- 1758-6739. ; 21:4, s. 685-698
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Tidskriftsartikel (refereegranskat)abstract
- Purpose Since 2006, higher education institutions (HEIs) in Sweden, should according to the Higher Education Act, promote sustainable development (SD). In 2016, the Swedish Government asked the Swedish higher education authority to evaluate how this study is proceeding. The authority chose to focus on education. This paper aims to produce a report on this evaluation. Design/methodology/approach All 47 HEIs in Sweden were asked to write a self-evaluation report based on certain evaluation criteria. A panel was appointed consisting of academics and representatives for students and working life. The panel wrote an evaluation of each HEI, a report on general findings and recommendations, and gave an overall judgement of each HEI in two classes as follows: the HEI has well-developed processes for integration of SD in education or the HEI needs to develop their processes. Findings Overall, a mixed picture developed. Most HEIs could give examples of programmes or courses where SD was integrated. However, less than half of the HEIs had overarching goals for integration of SD in education or had a systematic follow-up of these goals. Even fewer worked specifically with pedagogy and didactics, teaching and learning methods and environments, sustainability competences or other characters of education for SD. Overall, only 12 out of 47 got a higher judgement. Originality/value This is a unique study in which all HEIs in a country are evaluated. This provides unique possibilities for identifying success factors and barriers. The importance of the leadership of the HEIs became clear.
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| 6. |
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| 7. |
- Palmer, Henrietta, et al.
(författare)
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Clustering and assemblage building
- 2020
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Ingår i: Comparative Urban Research from Theory to Practice: Co-production for Sustainability. - Bristol, UK : Policy Press. - 9781447353126 ; , s. 89-112
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter describes comparative knowledge production by way of bringing together already existing research financed by other means and local development projects within a defined area of research and intervention. The projects were all dealing with migration but based in different urban contexts, and they were brought together in a systematic way we call clustering. This methodology was developed through a joint venture of comparative knowledge production involving researchers, practitioners and civil society actors. Clustering represents a method for comparison and knowledge production across discrete research and development projects within a joint field or theme, but based in dissimilar societal contexts. Inspired by assemblage theory, relevant key questions were identified to guide the comparative work. This approach enabled participants to exchange and discuss experiences, build new knowledge and elaborate potentials across projects and localities without full understanding of the often very different background, context and dynamic of each project. The contribution lies primarily in the chapter's presentation of a methodology for knowledge exchange and building in transdisciplinary and translocal setting, without a budget to fund a rigorous and systematic comparison on the empirical level.
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| 8. |
- Palmer, Henrietta, 1965, et al.
(författare)
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Clustering and assemblage building
- 2020
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Ingår i: Comparative Urban Research from Theory to Practice. - Bristol : Policy Press. - 9781447353126 - 9781447354093 - 9781447354079 ; , s. 89-112
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Bokkapitel (refereegranskat)
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| 9. |
- Palmer, Henrietta
(författare)
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The Language of the Becoming City. Making spatial justice from conflicts, commons, networks and hybridity
- 2021
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Languages are constantly transforming as humans interact, change habits and ways of doing things. This is not a radical observation. More intriguing to ponder is whether languages also transform us and the world in which we exist. Does it matter what words we use about the world? Could we, by shaping a language, also shape the world? Would the world look different if other words had been used? This work is about the urban environment, and how it is transformed by people interacting with the world that surrounds them by evoking more just living conditions. It is also an e!ort to demonstrate how the urban environment could be imagined in ways that di!er from the neoliberalist view. Other imaginations, arising from different perspectives on and incentives for development, such as equity and inclusiveness, might produce another city entirely. From urban practices in four di!erent contexts in Sweden, South Africa, India and Brazil, this book investigates four dynamics of change: conflicts, commons, networks and hybridity. From this framing, new concepts and radical imaginaries emerge, presented here as a Language of the Becoming City.
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| 10. |
- Palmer, Henrietta, et al.
(författare)
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Urban research for sustainability: developing a comparative transdisciplinary co-production approach to realise just cities
- 2022
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Ingår i: International Journal of Sustainable Development. - : Inderscience Publishers. - 0960-1406 .- 1741-5268. ; 25:1-2, s. 78-94
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Tidskriftsartikel (refereegranskat)abstract
- This paper engages with Manfred Max-Neef’s approach to transdisciplinarity in relation to an innovative international cross-city research program. Given the inadequacies of conventional methods, fundamentally different approaches are required to meet the ‘wicked problem’ challenges of transition towards sustainable societies. Mistra Urban Futures, a Swedish-based research centre with multi-institutional partnerships in eight cities on four continents, designed a co-produced comparative research program to address the realisation of just cities through a typology enabling the comparison of urgent local priorities. This paper reflects on the approach and its relevance to Max-Neef’s call for understanding as central to a transdisciplinary approach. Key findings include how understanding, together with the realisation of just cities, emerges intertwined as methodological outcomes. These outcomes also supported the processes, hence contributing to the discourses on transition and the methodologies of transdisciplinarity and comparative urban research.
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