UID:
almahu_9949881073302882
Umfang:
1 online resource (553 pages)
Ausgabe:
1st ed.
ISBN:
9783031609749
Anmerkung:
Intro -- Preface -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- 1 What Is That Thing Called 'Transdisciplinarity for Transformation'? -- 1.1 Transdisciplinarity: A Response to Persistent Problems -- 1.1.1 Science-Society Relations -- 1.2 Transdisciplinary: What Is It (Not)? -- 1.2.1 Different Shades of Transdisciplinarity -- 1.2.2 Transdisciplinarity, by Any Other Name -- 1.3 Transdisciplinarity for Transformation-A Multi-actor, Reflexive Practice Approach -- 1.3.1 An End in Itself, Rather than a Means to an End? -- 1.3.2 On the Power of Shared Practices -- 1.3.3 Balancing Means and Ends Through Reflection -- 1.4 Dynamic Learning Agenda, Learning Questions and How the Book Is Structured -- 1.4.1 Part I: Design and Evaluation -- 1.4.2 Part II: Diversities and Inclusion -- 1.4.3 Part III: Roles and Competences -- References -- 2 Trans-, Inter-, and Monodisciplinarity: Some Historical Considerations -- 2.1 Pre-disciplinarity -- 2.2 The Rise of the Disciplines -- 2.3 The Origins of Interdisciplinarity -- 2.4 Disciplines and Interdisciplines After World War II -- 2.5 Transdisciplinarity and the Unity of Science -- 2.6 Transdisciplinarity and Mode 2 Knowledge Production -- 2.7 Conclusion -- References -- Part I Design and Evaluation -- 3 Structuring Design & -- Evaluation in Transdisciplinarity for Transformation -- 3.1 Introduction -- 3.2 Design and Evaluation Frameworks: Ideal-Typical Depictions of Messy Practices -- 3.3 Challenges -- 3.4 Outlook: Towards Just Enough Structure -- 3.4.1 Non-negotiable 1: Acknowledging Situatedness of Transdisciplinary Practice -- 3.4.2 Non-negotiable 2: Acknowledging Pluralities of Knowing-A Mindset of Curiosity -- 3.4.3 Non-negotiable 3: Keeping Aspired Transformation Centre Stage -- 3.4.4 Non-negotiable 4: Stimulate Action-Learning Spirals.
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3.4.5 Engaging with Non-negotiables in Practice -- 3.5 Concluding Remarks -- 3.5.1 Outline of Part I -- References -- 4 Confronting the Projectification of Transdisciplinarity for Transformation -- 4.1 Introduction -- 4.2 Theoretical Background: Planning and Doing Transdisciplinarity -- 4.3 Methodological Approach and Limitations -- 4.4 Empirical Findings and Discussion -- 4.4.1 The Role of Funding Schemes and Structures -- 4.4.2 Are We Trapped in Our Project Architectures? -- 4.4.3 What Challenges Arise in Project Coordination? -- 4.4.4 What Can We Learn from This? -- 4.5 Conclusion -- References -- 5 Transdisciplinary Development of Quality Criteria for Transdisciplinary Research -- 5.1 Introduction -- 5.2 Experiential and Empirical Background -- 5.3 Requirements for Practicable Criteria to Evaluate the Quality of Transdisciplinary Research -- 5.4 The Interdisciplinary Nature of the Process of Evaluating Transdisciplinary Research -- 5.5 The Potential of Adopting a Transdisciplinary Approach in Setting up the Evaluation of Transdisciplinary Research -- 5.6 Conclusion -- References -- 6 Accompanying Transformation-Oriented Research: Contributions, Relations and Methods -- 6.1 Introduction: Transformation-oriented and Accompanying Research -- 6.2 Understanding Accompanying Research and Its Contributions -- 6.2.1 Research and Knowledge Generation -- 6.2.2 Process-Related Contributions of the Accompanying Research -- 6.3 Relationship with the Actors -- 6.3.1 A Dynamically Balanced, Appropriately Related and Reflexive Design of Accompanying Research -- 6.3.2 Accompanying Research Is Not Evaluation -- 6.4 Accompanying the 'Co-creative Reflection and Dialogue Space' -- 6.4.1 Background of the Project -- 6.4.2 Contributions and Relations -- 6.4.3 Reflections on the Balancing Acts -- 6.5 Concluding Remarks -- References.
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7 Safe Spaces in Unsafe Environments-Experiences from COP26 About Hosting Inclusive Spaces for Deep Encounters and Reflection -- 7.1 Introduction-The Need for 'Safe-Enough' Communication Spaces in Transdisciplinary Research -- 7.1.1 Specific Challenges in Transdisciplinary Communication and Interaction -- 7.1.2 The UNFCCC COPs as an Exemplary Context for Research on Transdisciplinary Communication -- 7.2 Investigating the CCRDS at COP26: Background and Methods -- 7.2.1 First Experiments at COP24 and COP25 -- 7.2.2 The CCRDS at COP26 -- 7.2.3 Workshops to Investigate Hosts' Experiences in the CCRDS at COP26 -- 7.3 Findings from Experiences of Hosting Inclusive Spaces at COP26 -- 7.3.1 COP as an Overall Context for Hosting -- 7.3.2 Typical Challenges When Hosting Inclusive Spaces at the COP -- 7.3.3 Responses to These Challenges with Respect to Mindset, Skillset and Toolset -- 7.3.4 Recommendations for Future Hosting -- 7.4 Discussion-Being Conscious About the Unsafety Makes Spaces Safer -- 7.4.1 Bringing Awareness to Experiences of 'Unsafety' and Challenge -- 7.4.2 Reflection on Methods: Safe Enough for What? -- 7.4.3 Towards Changing the Established Communication Culture -- 7.5 Conclusion -- References -- Part II Diversities and Inclusion -- 8 Challenges for Inclusion and Diversities: Opening up and Closing Down in Collaborative Research and Practice -- 8.1 Introduction -- 8.2 Dealing with Diversities -- 8.3 Challenges, Proposed Solutions and This Volume's Contributions -- 8.3.1 Integrating Knowledges in Efforts to Define the Problem -- 8.3.2 Effective Solutions -- 8.3.3 Epistemically Just Research in Transformation Practices -- 8.4 Outlook: Signposting Challenges -- Literature -- 9 Taking the Landscape into Conversations: A Way to Engage (with) Diverse Knowledges and Values -- 9.1 Introduction -- 9.2 Theoretical Foundations.
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9.2.1 Living and Walking the Landscape -- 9.2.2 On Walking Research Methodologies -- 9.3 Methodology: Developing and Analysing a Transdisciplinary Walkshop -- 9.4 Transdisciplinary Walkshop in Practice -- 9.4.1 Getting to Know Each Other in the Landscape -- 9.4.2 Making Diverse Ways in 'Knowing and Valuing the Landscape' Visible -- 9.4.3 Engaging with Diverse Ways of Knowing and Valuing the Landscape -- 9.5 Conclusion: The Walkshop for Explicating and Engaging with Diversities -- References -- 10 Transdisciplinary Approaches in Assimilating Power and Diversity to Address Children's Interface with the Law: A Case Study from India -- 10.1 Introduction -- 10.2 Imperatives for TDR Approaches in Working Towards Child-Inclusive Legal Systems -- 10.3 Challenges in TDR Processes -- 10.4 Study Context -- 10.5 Methodology -- 10.5.1 Data Collection and Analysis -- 10.5.2 Outcomes of Our Transdisciplinary Methods and Initiatives Used by Other Agencies -- 10.6 Findings -- 10.6.1 Practical Solutions for Systemic Transformation in Child-Law Interfaces -- 10.6.1.1 Practice Methodologies for Understanding Children's Perspectives and Assisting Them in Their Interface with the Law -- 10.6.1.2 Development and Implementation of Transdisciplinary Capacity-Building Workshops for Multiple Stakeholders -- 10.6.1.3 Policy Transformation -- 10.6.1.4 Generation of New Scientific Knowledge -- 10.6.2 Development of TDR Methodological Approaches and Strategies -- 10.6.2.1 Engagement of Homogeneous Groups -- 10.6.2.2 Co-construction of Knowledge in Multi-stakeholder Processes of TDR -- 10.6.2.3 Employment of Non-linear Pathways in TDR -- 10.6.2.4 De-briefing and Reflexive Monitoring -- 10.6.2.5 Communicating Research to Policymakers and Those Responsible for Implementing the Law -- 10.7 Emerging Challenges and Roadblocks in Our TDR Journey.
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10.7.1 The Impact of Knowledge Integration on Power Imbalances -- 10.7.1.1 Integrating Children's Thinking and Worldview -- 10.7.1.2 Hegemonies That Hinder -- 10.7.2 Communication and Collaboration Barriers Among Diverse Stakeholders -- 10.7.2.1 Breaking Out of the Mono-Disciplinary Mode: Why Our Domains Are So Dear to Us -- 10.7.2.2 Restricting the (Researcher's) Competent Self -- 10.7.2.3 Human Resource Development for Transdisciplinary Research -- 10.7.3 Effecting Social Transformation -- 10.7.3.1 Challenges in Translating Research into Policy -- 10.7.3.2 Constraints of Communities and Culture -- 10.8 Discussion -- References -- 11 Conditions for Transformative Engaged Scholarship in Co-creation with Queer Refugees -- 11.1 Introduction -- 11.1.1 LIMBO: Co-creative Engagement in the Margins -- 11.2 Creativity -- 11.2.1 Playfully Unsettling Normalized Positioning -- 11.2.2 Liminal Space -- 11.2.3 Transformative Potential of Creativity -- 11.3 Holding Space -- 11.3.1 Autonomy -- 11.3.2 Safety to Fail -- 11.3.3 Simple Instructions -- 11.3.4 Belonging -- 11.3.5 Challenges of Holding Space -- 11.4 De/Recentring -- 11.4.1 What Are the Challenges of Decentring-Recentring? -- 11.5 Conclusion -- References -- 12 Dealing with the Pitfalls of Inclusion and Diversity: How to Involve Citizens Experiencing Distance from and Distrust of Science and Governance -- 12.1 Introduction -- 12.2 Assumption 1: Demographics Are an Indicator of Whether Diversity and Inclusivity Have Been Achieved -- 12.2.1 Background -- 12.2.2 Pitfall -- 12.2.3 Lessons and Solutions -- 12.3 Assumption 2: People Can Be Included Equally If the Contexts, Conditions and Opportunities for Their Involvement Are the Same -- 12.3.1 Background -- 12.3.2 Pitfall -- 12.3.3 Lessons and Solutions -- 12.4 Assumption 3: Inclusivity Is a Matter of Getting the Right People at the Event -- 12.4.1 Background.
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12.4.2 Pitfall.
Weitere Ausg.:
Print version: Regeer, Barbara J. Transdisciplinarity for Transformation Cham : Springer International Publishing AG,c2024 ISBN 9783031609732
Sprache:
Englisch
Schlagwort(e):
Electronic books.
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Electronic books.
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