Critical pedagogical designs for SETS knowledge co-production: online peer- and problem-based learning by and for early career green infrastructure experts
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Published on: December 9, 2022
Mathieu Feagan1, Megan Fork2, Geneva Gray3
1Department of Knowledge Integration, Faculty of Environment, University of Waterloo, 200 University Avenue West, Waterloo, ON N2L 3G1 Canada.
Abstract:
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, we discuss how critical pedagogical designs help create favorable conditions for transdisciplinary knowledge co-production. Our work 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.
Supplementary Information:
The online version contains supplementary material available at 10.1186/s42854-023-00051-1.
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