Key experiences for the transdisciplinary approach: fieldwork-based training in sustainability science education
Key experiences for the transdisciplinary approach: fieldwork-based training in sustainability science education
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DOI：
10.1108/ijshe-05-2020-0185
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发表时间：
2021-02-01
影响因子：
3.1
通讯作者：
Allasiw，Doreen Ingosan
中科院分区：
文献类型：
--
作者：
Kudo，Shogo;Omi，Kanako;Allasiw，Doreen Ingosan
本文旨在描述高等教育中以可持续发展为重点的项目如何为实施跨学科方法提供培训和关键经验。这个案例是东京大学可持续发展科学研究生项目的一个基于实地工作的培训课程，称为全球实地练习（GFE）。GFE是一门方法论培训课程，强调提出与当地有关的可持续发展研究问题。设计/方法/方法本研究是一个关于可持续发展科学项目如何提供以跨学科方法为重点的实地工作为基础的培训课程的案例研究。来自不同学科和文化背景的五名学生参加了在QwaQwa举行的GFE，在那里他们与六位当地企业家进行了半结构化访谈，以确定创业的挑战和机遇。作者通过在预备会议上的参与式观察、实地工作期间的日常反思以及对反馈报告的内容分析，调查了学生的学习过程和成果。结果表明：学生的学习成果有四种：重新审视假设、处理误解和误解、相互学习和对当地人感同身受。本文提出了跨学科方法的三个关键机会经验：讨论可持续性的规范维度；构建团队成员主体间性，采用方法论多元主义；对不同的利益相关者群体感同身受，以促进知识的热电联产。创意/价值如何在教育项目中以跨学科的方式设计培训仍然是一个有待进一步探索的领域。本研究通过建立可持续发展教育与可持续发展实践之间的联系来解决这一知识差距。
PurposeThis paper aims to describe how a sustainability-focused program in higher education can provide training and key experiences for implementing transdisciplinary approaches. The case is a fieldwork-based training course called the Global Field Exercise (GFE) at the Graduate Program in Sustainability Science, The University of Tokyo. The GFE is a methodological training course that emphasizes generating locally relevant research questions on sustainability.Design/methodology/approachThis research is a case study regarding how a sustainability science program can offer a fieldwork-based training course that focuses on a transdisciplinary approach. Five students from diverse academic disciplines and cultural backgrounds participated in the GFE in QwaQwa where they conducted semi-structured interviews with six local entrepreneurs to identify the challenges and opportunities of entrepreneurship. The authors investigated the learning process and outcomes of the students through participatory observation in preparatory meetings, daily reflection sessions during fieldwork and a content analysis of feedback reports.FindingsFour learning outcomes of the students were suggested: the reexamination of assumptions, managing misunderstanding and miscommunication, mutual learning and being empathic toward the local people.Research limitations/implicationsThis paper suggests three key opportunistic experiences for the transdisciplinary approach: discuss the normative dimension of sustainability; build intersubjectivity among team members and adopt methodological pluralism; and become empathetic to diverse stakeholder groups to facilitate the cogeneration of knowledge.Originality/valueHow to design training on a transdisciplinary approach in educational programs remains an area for further exploration. This study addresses this knowledge gap by establishing a link between sustainability education and sustainability in practice.