Finding an academic space: reflexivity among sustainability researchers

Abstract

Reflexivity is arguably an important aspect of doing sustainability research. The inter-and transdisciplinary character of sustainability research, as well as its change-oriented agenda, require scholars to reflect on their role as researchers, their research focus and methodology, and its relation to academia and society. Using focus groups with 15 researchers at different stages in their academic career, we investigate three forms of reflexivity, i.e., personal, functional, and disciplinary, for sustainability researchers connected to the LUCID (Lund University Centre of Excellence for the Integration of the Social and Natural Dimensions of Sustainability) program experience. We further study similarities and differences in how the researchers experience reflexivity connected to interdisciplinary and transdisciplinary approaches. We find that sustainability researchers experience all three forms of reflexivity. In particular, they are highly reflexive about how research on sustainability issues is dependent on theoretical pluralism; how research can contribute to the transformation of society; and how they, as inter-and transdisciplinary researchers, can construct a space for themselves within the academic system. We also find that transdisciplinary approaches make scholars add a layer of reflexivity to the three categories studied, concerning collaboration beyond academia. Finally, we find that reflexivity about these issues seems to be crucial for how sustainability researchers construct a space for themselves within the academic system. PhD graduates from the LUCID program are deeply reflexive about the function of academic boundaries. It is this awareness that enables them to construct an academic identity entirely beyond boundaries. This result has important implications for PhD programs focused toward sustainability issues, in terms of a need to provide opportunities for PhD students to develop reflexivity.

Looking into the dragons of cultural ecosystem services

“…Instead, we wish to suggest that the field's ongoing definition and development be grounded in reflexivity and respect for the power of often-complementary diverse approaches. Scholars of interdisciplinarity emphasize that reflexivity can promote effective interdisciplinary cultures and practices (Romm 1998;Blanchard and Vanderlinden 2010;Knaggård et al 2018). This work suggests that for CES, reflexive exploration of assumptions, objectives, and 'habits of thought' (Strober 2010) holds great potential: reflexivity can strengthen mutual learning, collaborative problemsolving, inclusion of diverse perspectives, and the field's ability to contribute to the sustainability transition.…”

“Stewards of the future: accompanying the rising tide of young voices by setting youth-inclusive research agendas in sustainability research”

“…Therefore, research should help facilitate a fuller understanding of the impacts of global change and sustainable development "wicked problems" on youth specifically [7][8][9]. Secondly, research into sustainability challenges requires reflexivity, and as researchers we must constantly examine the relationship between our research and the broader society [10]. Despite the existence of multiple frameworks within the sustainability research community to engage in socially responsible research, including tools for multi-stakeholder involvement [11], the topic of youth-inclusive research has received very little attention in the equity and sustainability debate [8,12].…”

Better balancing the social and natural dimensions in sustainability research

“…The next article in the special feature, by Knaggård et al (2018), is entitled "Finding an academic space: reflexivity among sustainability researchers." It focuses on reflexivity in inter-and transdisciplinary sustainability research.…”