Rethinking the Multi-level Perspective for energy transitions: From regime life-cycle to explanatory typology of transition pathways

Kanger, Laur

doi:10.1016/j.erss.2020.101829

Cited by 47 publications

(19 citation statements)

References 94 publications

(133 reference statements)

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“…The hope is to find this in future articles that may have a definition and a precise learning object because this can enable scholars to describe the ways and therefore the processes with which certain effects have been achieved, such as a change in the context and with specific social actors. For transition scholars, we suggest: starting with a critical stance on the research design, following the multiple articles that question the tenets of the various theories in this context (for instance, the work of [6,10,11,17]), and engaging with disciplinary and epistemological perspectives different from their own in order to foster theoretical creativity and to neutralize the normativity of transition theories. To non-transition scholars, we recommend taking into account the ways in which transition theories, mostly MLP, are connecting different levels of explanations in order to provide a heuristic example of connections between different planes.…”

Section: Discussionmentioning

confidence: 99%

“…In this way, the central tenet of learning in the situated context and the range of social levels are not the content of a black box but are the evidence from which a novel transition theory based on participatory epistemologies can be realized [38]. The way to view energy transition is not limited to a niche-regime change approach [10,11,24], and theorizing about learning should not solely follow this path. The risk is two-fold: other theoretical possibilities emerging from empirical knowledge outside the normative research design of socio-technical theories may be neglected, and a unique pathway to search for solutions may be overlooked.…”

Section: Learning Outside the Scope Of Transition Theorymentioning

confidence: 99%

“…Recent findings provide suitable empirical validation, imparting the theory with a normative status that can influence policy studies and governance settings [6,9]. Despite its empirical value, the theory has received several criticisms [6,10,11], particularly regarding the lack of consideration of agency in the transition process, emphasizing institutional knowledge over grassroots knowledge [11]. This reflects a lack of consideration for the socio-psychological process of knowledge production, as illustrated by the recent growth in the literature on the psychosocial dimension of transition [12][13][14].…”

Section: Introductionmentioning

confidence: 99%

“…A number of scholars have attempted to overcome these criticisms [21] by: reframing [6,11] or specifying [9] the epistemological foundation toward a more agency-driven approach, redirecting the research agenda [22], and shifting to a more systematic comprehension of the power relations [23]. However, the development of these studies is ongoing and thus still conceptually confusing, with several blind spots [10,24] and a serious risk of reproducing a depoliticized research activity [18].…”

Section: Introductionmentioning

confidence: 99%

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Learning Processes and Agency in the Decarbonization Context: A Systematic Review through a Cultural Psychology Point of View

et al. 2021

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In the scientific literature on energy transition toward decarbonization, the learning process is often described as a preferred way to achieve change. However, despite a large number of theoretical and empirical endeavors, a systematic understanding of the process is still lacking due to the diversity of disciplines and approaches and to the multi-layered nature of the phenomenon. The aim of this systematic review is to highlight the dimensions of learning processes from a cultural psychological point of view in order to understand and assess different planes of the relation between humans and technology. We thus explore the literature following the PRISMA protocol. Through a narrative synthesis, we critically assess the theoretical and methodological advancement, the presence of cultural determinants, the value ascribed to agency, and the depoliticization risk. We found that: theories and methodologies still lack systematicity and concordance in their application; learning processes are studied with little focus on the context and are mostly treated as facilitators; agency mostly lacks a psychosocial focus, despite the exploration of multi-level problems; and the depoliticization of learning is a matter of fact. Nevertheless, positive examples are present, although they are few. Epistemological and political implications are discussed, and a psychosocial conception of agency is proposed, together with a reflective stance for researchers.

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Section: Discussionmentioning

confidence: 99%

Section: Learning Outside the Scope Of Transition Theorymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Learning Processes and Agency in the Decarbonization Context: A Systematic Review through a Cultural Psychology Point of View

et al. 2021

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“…Besides, some studies emphasize niche-empowerment to adjust existing regimes (Smith & Raven, 2012;Raven et al, 2016), interactions between multiple regimes (Geels, 2007), and active resistance to transitions (Geels, 2014). MLP also supports the assertion that sustainable development leads to a reassessment of innovation and technological change (Smith et al, 2010) and allows addressing the duration and acceleration of sustainability transitions (Kanger, 2021). In this sense, the multilevel perspective was used to explore contexts, processes, policies, institutions, and interactions that affect microgrid adoption (Ajaz & Bernell, 2021).…”

Section: Critical Synthesismentioning

confidence: 95%

Sociotechnical Transitions Towards Sustainability in a Multilevel Perspective: overview and future perspectives

Nora

Alberton

2021

RGSA

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The theory of socio-technical transition emerged as a conceptual framework to examine and understand changes towards sustainability. Mapping the relevant intellectual territory to specify a research question is essential to deepen the studies and expand the frontier of knowledge. In this sense, this paper aims to explore the state of the literature about socio-technical transitions and MLP, trying to trace an evolution of the existing studies and characterize the multilevel perspective as a framework to further analysis. From there, it will be possible to validate the framework and outline future perspectives on the theme. The review methodology is based on PRISMA recommendations. Due to the relevance to the area and availability of indexed journals, the ISI, Science Direct, Emerald, Willey, and Scopus databases were searched, considering only papers published in peer-reviewed journals. A portfolio of 65 papers was gathered for analysis. It was performed a descriptive analysis of the papers. Afterward, a critical synthesis of the material was underlined. It demonstrates a tendency to combine models and theories to account for the complexity of current socio-technical transition studies. From that, it was possible to draw a few perspectives for future studies about the theme. It concludes that MLP is a valuable framework for addressing socio-technical change and qualitative approaches are still essential to elaborate the theory. Regarding future studies, we suggest that strategy and organizational theories could be brought to the field of socio-technical transitions.

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Sustainability transition theories: Perpetuating or breaking with the status quo

Biely,

Chakori

2024

Sustainable Development

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How scientists frame problems impact the solutions offered. Since the late 1940s development has been equated with modernization, technology adoption, and economic growth. Contrasting to this technocentric view, an ecocentric view has developed since the 1960s. Despite the criticism of technocentric views and increasing evidence that modern human societies are not reaching their environmental and social goals, technocentric views have remained predominant in the sustainable development discourse. Using a Kuhnian lens, the divide between technocentric and ecocentric perspectives can be framed as distinct paradigms within the sustainable development discourse. This paper outlines the continuation of the divide between technocentric and ecocentric worldviews within sustainability transition studies. It shows that the technocentric view remained predominant and that socio‐technical transition theory fails to break with technocentric and growth‐focused approaches to progress and development. The paper concludes by outlining what could be gained if an ecocentric view became more weight.

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Rethinking the Multi-level Perspective for energy transitions: From regime life-cycle to explanatory typology of transition pathways

Cited by 47 publications

References 94 publications

Learning Processes and Agency in the Decarbonization Context: A Systematic Review through a Cultural Psychology Point of View

Learning Processes and Agency in the Decarbonization Context: A Systematic Review through a Cultural Psychology Point of View

Sociotechnical Transitions Towards Sustainability in a Multilevel Perspective: overview and future perspectives

Sustainability transition theories: Perpetuating or breaking with the status quo

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