Feagan Mathieu, Fork Megan, Gray Geneva, Hamann Maike, Hawes Jason K, Hiroyasu Elizabeth H T, Wilkerson Brooke
Department of Knowledge Integration, Faculty of Environment, University of Waterloo, 200 University Avenue West, Waterloo, ON N2L 3G1 Canada.
Department of Biology, West Chester University, 700 South High Street, West Chester, PA 19383 USA.
Urban Transform. 2023;5(1):6. doi: 10.1186/s42854-023-00051-1. Epub 2023 Apr 3.
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.
The online version contains supplementary material available at 10.1186/s42854-023-00051-1.
尽管人们越来越认识到知识共同生产对于公正和可持续城市转型的重要性，但早期职业绿色基础设施专家在其正常培训和职业发展中通常缺乏实践跨学科知识共同生产方法的机会。然而，通过将在线协作技术与基于同伴和问题的学习相结合，让早期职业绿色基础设施专家负责组织自己的知识共同生产活动，可以帮助弥补这一差距。通过一个专注于社会 - 生态 - 技术系统方法以实现整体绿色基础设施实施的在线研讨会系列的案例研究，我们讨论了关键的教学设计如何有助于为跨学科知识共同生产创造有利条件。我们的工作表明，早期职业阶段提供了一个独特的视角，从中可以更好地理解当前专业知识制度结构的局限性，以期通过集体行动对其进行变革。
在线版本包含可在10.1186/s42854-023-00051-1获取的补充材料。
