Researchers' roles in knowledge co-production: experience from sustainability research in Kenya, Switzerland, Bolivia and Nepal
Researchers' roles in knowledge co-production: experience from sustainability research in Kenya, Switzerland, Bolivia and Nepal
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DOI：
10.3152/030234210x496628
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发表时间：
2010-05-01
影响因子：
2.7
通讯作者：
Wiesmann, Urs
中科院分区：
文献类型：
--
作者：
Pohl, Christian;Rist, Stephan;Wiesmann, Urs
学术界和非学术界共同创造知识是研究更可持续发展道路的先决条件。可持续性研究人员在这种联合制作中面临三个挑战：(A)处理权力关系；(B)在相关问题上相互联系不同的观点；(C)促进先前谈判确定的可持续发展方向。对肯尼亚(干旱脆弱性)、瑞士(土壤保护)、玻利维亚和尼泊尔(保护与发展)的四个可持续性研究项目进行了系统的比较，表明研究人员如何直观地采取三种不同的角色来应对这些挑战：反思科学家、中间人和联合学习进程的促进者的角色。从这种系统化和迭代的自我反思中，我们得出了关于培训的结论，即研究人员在不确定的社会空间中可以承担的角色，其中知识是共同产生的。
Co-production of knowledge between academic and non-academic communities is a prerequisite for research aiming at more sustainable development paths. Sustainability researchers face three challenges in such co-production: (a) addressing power relations; (b) interrelating different perspectives on the issues at stake; and (c) promoting a previously negotiated orientation towards sustainable development. A systematic comparison of four sustainability research projects in Kenya (vulnerability to drought), Switzerland (soil protection), Bolivia and Nepal (conservation vs. development) shows how the researchers intuitively adopted three different roles to face these challenges: the roles of reflective scientist, intermediary, and facilitator of a joint learning process. From this systematized and iterative self-reflection on the roles that a researcher can assume in the indeterminate social space where knowledge is co-produced, we draw conclusions regarding training.