Discourses of transdisciplinarity: Looking Back to the Future

Klein, Julie Thompson

doi:10.1016/j.futures.2014.08.008

Cited by 181 publications

(134 citation statements)

References 4 publications

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“…The underlying process of knowledge distribution and management is of key interest; both for scientists who wish to connect with practice, for practitioners who benefit from science, and for (academic) teaching. Along with the broader ongoing discourse and the growing popularity of TDR, there is a vivid academic discussion on establishing a common TDR framework [8,12,15,17,[19][20][21][22][23][24][25][26].…”

Section: Establishing a Common Transdisciplinary Research (Tdr) Framementioning

confidence: 99%

Success in Transdisciplinary Sustainability Research

Luthe

2017

Sustainability

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Abstract:The complexity of sustainable development and societal transitions require both analytical understandings of how coupled human-environment systems function and transdisciplinary science-to-practice approaches. The academic discourse has advanced in developing a framework for defining success in transdisciplinary research (TDR). Further empirical evidence is needed to validate the proposed concepts with TDR case studies. This paper applies a widely used TDR framework to test and critically evaluate its design principles and criteria of success with five TDR case studies the author is intimately familiar with. Overall, the design principles of the framework are validated for the five cases. Additional design principles are derived from the case analysis and proposed to complement the applied framework: (1) A project origin from society as opposed to with and for society; (2) Quickly available initiation funding; (3) Flexibility in time, objectives and methods throughout the research process; (4) Acceptance of process vs. project results; (5) Inclusion of public science communication; and (6) A demand-driven transition to a prolonged or new project partnership. The complementing principles are proposed for integration in the applied framework and are subject to further empirical testing. The reflexive empirical approach I have taken in this paper offers a key step towards removing institutional barriers for successful TDR, demonstrating how conceptual frameworks can be applied.

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Section: Establishing a Common Transdisciplinary Research (Tdr) Framementioning

confidence: 99%

Success in Transdisciplinary Sustainability Research

Luthe

2017

Sustainability

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“…The zero waste movement demonstrates the PNS outsider characteristics of: "learning by doing and doing by learning", a sense of transgression and re-assemblage, a multi-actor heuristic and a lack of fixed typology. In these and the associated practical contradictions and cognitive tensions around transcending, "futuring", and "continuum" above normative short-term, tactical obsequiousness to disposal, zero waste can be recognised as fitting the PNS descriptor, of being a post normal sustainable technology [266,267].…”

Section: Conclusion: Zero Waste and The Design Of Future Citiesmentioning

confidence: 99%

Exploring the Phenomenon of Zero Waste and Future Cities

Hannon

Zaman

2018

Urban Science

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Abstract:The evolving phenomenon of zero waste encompasses the theory, practice, and learning of individuals, families, businesses, communities, and government organisations, responding to perceptions of crisis and failure around conventional waste management. The diverse and growing body of international zero waste experience, can be portrayed as both, an entirely new and alternative waste management paradigm, and or, interpreted as overlapping, extending, and synergetic with a general evolution towards more sustainable waste/resource management practices. Combining the terms zero and waste provokes creative, intellectual, and pragmatic tensions, which provide a contemporary axis for necessary debate and innovation in this sphere of resource management. This commentary draws on an interdisciplinary perspective and utilises some elements of the critique of zero waste, as a lens to examine and better understand this heterogeneous global community of practice. In particular, how the concept and implementation of a zero waste goal can increase community engagement and be a catalyst for the design and management of a more circular urban metabolism and hence, more adaptive, resilient, and sustainable future (zero waste) cities.

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“…The field of inclusive education seems to be a good candidate for interdisciplinary or transdisciplinary approaches to research and practice, and it is encouraging and exciting to imagine that such work in the field of inclusive education too could lead to new forms of research and new ways of thinking (Darbellay, 2014). Klein (2014) remarks on the overlapping discourses of transdisciplinarity, from its emergence in the 1970s, with a concern for 'imaging futures' in the human, social, technical and natural sciences. She draws attention to the transdisciplinary imperatives of transcendence, problem solving and transgression that play out in an eclectic mix of global and individual projects, relating variously to the study of climate change, architecture, poverty and so on.…”

Section: Conclusion: Inclusive Education Dialogue and Psychologymentioning

confidence: 99%

Including Psychology in Inclusive Pedagogy: Enriching the Dialogue?

Kershner¹

2016

IJEP

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Inclusive education is a complex field of study and practice that requires good communication and dialogue between all involved. Psychology has to some extent been marginalised in these educational dialogues. This is, in part, due to psychology’s perceived heritage in the standardised testing that has been used to support the educational segregation of certain individuals and groups of students. Some have also expressed fundamental doubts about the prospects of investigating human experience and education through ‘scientific’ method in psychology. In this paper I discuss the relationship between inclusive education, dialogue and psychology, with a focus on the dialogic aspects of inclusive classroom pedagogy. I analyse how a group of eight early career primary (elementary) school teachers in England talk about inclusive pedagogy at the start their involvement in a one-year research project on this topic. Their conversation suggests the strong presence of psychological thinking, alongside the teachers’ other references to classroom practice, children’s rights and social identities. Conclusions are drawn about the need to include the heterogeneous field of psychology in the continuing dialogues of inclusive education, while also considering new forms of psychology for inclusive education.

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Discourses of transdisciplinarity: Looking Back to the Future

Cited by 181 publications

References 4 publications

Success in Transdisciplinary Sustainability Research

Success in Transdisciplinary Sustainability Research

Exploring the Phenomenon of Zero Waste and Future Cities

Including Psychology in Inclusive Pedagogy: Enriching the Dialogue?

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