Critical pedagogical designs for SETS knowledge co-production: online peer- and problem-based learning by and for early career green infrastructure experts
Author(s): Feagan, M., Fork, M., Gray, G. et al.Link to CST author(s): Dr. Maike Hamann
Publication: Urban Transformations
Year: 2023
Full reference: Feagan, M., Fork, M., Gray, G. et al. Critical pedagogical designs for SETS knowledge co-production: online peer- and problem-based learning by and for early career green infrastructure experts. Urban Transform 5, 6 (2023). https://doi.org/10.1186/s42854-023-00051-1
Download publication https://urbantransformations.biomedcentral.com/articles/10.1186/s42854-023-00051-1
Summary
Despite a growing understanding of the importance of knowledge co-production for just and sustainable urban transformations, early career green infrastructure experts typically lack opportunities to practice transdisciplinary knowledge co-production approaches within their normal training and professional development. However, using online collaboration technologies combined with peer- and problem-based learning can help address this gap by putting early-career green infrastructure experts in charge of organizing their own knowledge co-production activities. Using the case study of an online symposia series focused on social-ecological-technological systems approaches to holistic green infrastructure implementation, the authors discuss how critical pedagogical designs help create favourable conditions for transdisciplinary knowledge co-production. This paper suggests that the early career position offers a unique standpoint from which to better understand the limitations of current institutional structures of expertise, with a view towards their transformation through collective action.