Design features for social learning in transformative transdisciplinary research - Archive ouverte HAL
Article Dans Une Revue Sustainability Science Année : 2018

Design features for social learning in transformative transdisciplinary research

Résumé

This article analyses social learning in transdisciplinary research processes by a systematic comparative analysis of 20 completed or nearly completed projects in the eld of sustainable development. This article considers the social learning generated by transdisciplinary processes in a broad way. It looks how social learning is embedded in the practical interaction processes between new scientific knowledge, practitioners’ life-world experiences and social experimentation. The analysis finds that three factors in particular play an important role in social learning: the clarification of the normative orientations, the co-construction of the research question and practical problem situation, and the balancing of power asymmetries. While a single criterion may not allow increasing social learning alone, the analysis supports the hypothesis that a combination of these three criteria systematically increases the strength of the social learning generated. Other factors, such as active facilitation modes and the presence of collective interest advocacy organizations, only play a strong role as a condition for generating social learning in some specific types of transdisciplinary research.
Fichier non déposé

Dates et versions

hal-01950355 , version 1 (10-12-2018)

Identifiants

Citer

Pauline Herrero, Tom Dedeurwaerdere, Agathe Osinski. Design features for social learning in transformative transdisciplinary research. Sustainability Science, 2018, ⟨10.1007/s11625-018-0641-7⟩. ⟨hal-01950355⟩
25 Consultations
0 Téléchargements

Altmetric

Partager

More