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Critical pedagogical designs for SETS knowledge co-production: online peer- and problem-based learning by and for
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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