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  • 1
    UID:
    b3kat_BV049868249
    Format: 1 Online-Ressource
    ISBN: 9783031609749
    Additional Edition: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-3-031-60973-2
    Additional Edition: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-3-031-60976-3
    Language: English
    URL: Volltext  (kostenfrei)
    URL: Volltext  (kostenfrei)
    Library Location Call Number Volume/Issue/Year Availability
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  • 2
    UID:
    almahu_9949877013702882
    Format: 1 online resource (553 pages)
    Edition: 1st ed. 2024.
    ISBN: 9783031609749 , 3031609743
    Content: This open access book presents state-of-the-art insights on transdisciplinary work towards societal transformation. It provides theoretical and practical guidance and tools, applicable across diverse empirical settings. The book supports researchers and practitioners, especially those early in their careers, to navigate dilemmas inherent in transdisciplinarity for transformation. The book serves as a valuable resource for (graduate) educational programs in any field open to transformation-oriented transdisciplinary collaboration. It comprises three sections: Design & Evaluation; Diversity & Inclusion; Roles & Competences. Each section includes a chapter on theoretical advancements, multiple empirical chapters presenting insights from various fields and contexts, and practical guidance conducive to engaging in high-quality, just and equitable transdisciplinary processes directed at sustainable transformation. Barbara Regeer holds a University Research Chair and is Professor of transdisciplinary research for purpose-led transformation in health and environmental sustainability at the Athena Institute, Vrije Universiteit Amsterdam. She combines work on reflective practitioners, adaptive organisations and reflexive governance. She is co-director of the India Centre for Transdisciplinary Research. Pim Klaassen holds a PhD from the University of Amsterdam and an MPhil from Cambridge University, UK. His research focuses on transdisciplinary research methodologies conducive to responsible research and innovation for sustainability transitions. He is director of Stichting Stadslab for citizenship education. Jacqueline Broerse is Professor of innovation and communication in the health & life sciences, and director of the Athena Institute for transdisciplinary research, Vrije Universiteit Amsterdam. She develops methodologies to facilitate public engagement and stakeholder collaboration in research and (system) innovation processes in the domains of health and food. .
    Note: Chapter 1: Introduction to the book and outline -- Part I: Doing Inclusion -- Chapter 2: Theoretical state of the art on doing inclusion -- Chapter 3: Empirical case study 1 -- Chapter 4: Empirical case study 2 -- Chapter 5: Empirical case study 3 -- Part II: Design and Evaluation -- Chapter 6: Theoretical state of the art on design and evaluation of transdisciplinary research -- Chapter 7: Planning and Doing Responsible Research and Innovation -- Chapter 8: Empirical case study 2 -- Chapter 9: Empirical case study 3 -- Part III: Dealing with Diversities -- Chapter 10: Theoretical state of the art on dealing with diversities -- Chapter 11: Identifying knowledge needs for local empowerment: a transdisciplinary collaboration on wildfire risk reduction -- Chapter 12: Empirical case study 2 -- Chapter 13: Empirical case study 3 -- Part IV: Roles and Competences -- Chapter 14: Theoretical state of the art on roles and competences -- Chapter 15: The Role of the Integration Expert in Transdisciplinary Research -- Chapter 16: Empirical case study 2 -- Chapter 17: Empirical case study 3 -- Chapter 18. Discussion and Conclusion.
    Additional Edition: ISBN 9783031609732
    Additional Edition: ISBN 3031609735
    Language: English
    Library Location Call Number Volume/Issue/Year Availability
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  • 3
    UID:
    almahu_9949881073302882
    Format: 1 online resource (553 pages)
    Edition: 1st ed.
    ISBN: 9783031609749
    Note: 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. , 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. , 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. , 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. , 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. , 12.4.2 Pitfall.
    Additional Edition: Print version: Regeer, Barbara J. Transdisciplinarity for Transformation Cham : Springer International Publishing AG,c2024 ISBN 9783031609732
    Language: English
    Keywords: Electronic books. ; Electronic books.
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  • 4
    UID:
    gbv_1905462298
    Format: 1 online resource (553 pages)
    Edition: 1st ed.
    ISBN: 9783031609749
    Content: 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.
    Note: Description based on publisher supplied metadata and other sources
    Additional Edition: ISBN 9783031609732
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 9783031609732
    Language: English
    Library Location Call Number Volume/Issue/Year Availability
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