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  • 1. Costanza, Robert
    et al.
    van der Leeuw, Sander
    Hibbard, Kathy
    Aulenbach, Steve
    Brewer, Simon
    Burek, Michael
    Cornell, Sarah
    Crumley, Carole
    Dearing, John
    Folke, Carl
    Graumlich, Lisa
    Hegmon, Michelle
    Heckbert, Scott
    Jackson, Stephen T.
    Kubiszewski, Ida
    Scarborough, Vernon
    Sinclair, Paul
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Archaeology and Ancient History, African and Comparative Archaeology.
    Sorlin, Sverker
    Steffen, Will
    Developing an Integrated History and future of People on Earth (IHOPE)2012In: Current Opinion in Environmental Sustainability, ISSN 1877-3435, E-ISSN 1877-3443, Vol. 4, no 1, p. 106-114Article in journal (Refereed)
    Abstract [en]

    The Integrated History and future of People on Earth (IHOPE) initiative is a global network of researchers and research projects with its International Program Office (IPO) now based at the Stockholm Resilience Center (SRC), Uppsala University, Arizona State University, Portland State University, and the Australian National University. Research linked to IHOPE demonstrates that Earth system changes in the past have been strongly associated with changes in the coupled human-environment system. IHOPE supports integrating knowledge and resources from the biophysical and the social sciences and the humanities to address analytical and interpretive issues associated with coupled human-earth system dynamics. This integration of human history and Earth system history is a timely and important task. Until recently, however, there have been few attempts at such integration. IHOPE will create frameworks that can be used to help achieve this integration. The overarching goal is to produce a rich understanding of the relationships between environmental and human processes over the past millennia. HOPE recognizes that one major challenge for reaching this goal is developing 'workable' terminology that can be accepted by scholars of all disciplines. The specific objectives for IHOPE are to identify slow and rapidly moving features of complex social-ecological systems, on local to continental spatial scales, which induce resilience, stress, or collapse in linked systems of humans in nature. These objectives will be reached by exploring innovative ways of conducting interdisciplinary and transdisciplinary science, including theory, case studies, and integrated modeling. Examples of projects underway to implement this initiative are briefly discussed.

  • 2.
    Lotz-Sisitka, Heila
    et al.
    Rhodes Univ, Grahamstown, South Africa..
    Ali, Million Belay
    MELCA, Addis Ababa, Ethiopia..
    Mphepo, Gibson
    LEAD Southern & East Africa, Zomba, Malawi..
    Chaves, Martha
    CASA, Bogota, Colombia..
    Macintyre, Thomas
    CASA, Bogota, Colombia..
    Pesanayi, Tichaona
    Rhodes Univ, Grahamstown, South Africa..
    Wals, Arjen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    Mukute, Mutizwa
    Garden Africa, Harare, Zimbabwe..
    Kronlid, David
    SWEDESD Uppsala Univ, Uppsala, Sweden..
    Tran, Duc Tuan
    Joon, Deepika
    Mahatma Gandhi Inst Peace & Educ Sustainable Dev, Delhi, India..
    McGarry, Dylan
    Rhodes Univ, Grahamstown, South Africa..
    Co-designing research on transgressive learning in times of climate change2016In: Current Opinion in Environmental Sustainability, ISSN 1877-3435, E-ISSN 1877-3443, Vol. 20, p. 50-55Article in journal (Refereed)
    Abstract [en]

    This paper reflects on the epistemological context for the co-design of a research programme on transformative, transgressive learning emerging at the nexus of climate change, water and food security, energy and social justice. It outlines a sequence of learning actions that we, as a group of collaborating partners in a Transformative Knowledge Network (TKN) undertook to co-design a research programme, firstly in situ in various case study contexts, and secondly together across case study contexts. Finally, it provides some reflections and learning points.

  • 3.
    Lotz-Sisitka, Heila
    et al.
    Rhodes Univ, Grahamstown, South Africa..
    Wals, Arjen E. J.
    Univ Gothenburg, Wageningen Univ, Gothenburg, Sweden..
    Kronlid, David
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    McGarry, Dylan
    Durban Univ Technol, Durban, South Africa..
    Transformative, transgressive social learning: rethinking higher education pedagogy in times of systemic global dysfunction2015In: Current Opinion in Environmental Sustainability, ISSN 1877-3435, E-ISSN 1877-3443, Vol. 16, p. 73-80Article in journal (Refereed)
    Abstract [en]

    The nature of the sustainability challenges currently at hand is such that dominant pedagogies and forms of learning that characterize higher education need to be reconsidered to enable students and staff to deal with accelerating change, increasing complexity, contested knowledge claims and inevitable uncertainty. In this contribution we identified four streams of emerging transformative, transgressive learning research and praxis in the sustainability sciences that appear generative of a higher education pedagogy that appears more responsive to the key challenges of our time: (1) reflexive social learning and capabilities theory, (2) critical phenomenology, (3) socio-cultural and cultural historical activity theory, and (4) new social movement, postcolonial and decolonisation theory. The paper critiques the current tendency in sustainability science and learning to rely on resilience and adaptive capacity building and argues that in order to break with maladaptive resilience of unsustainable systems it is essential to strengthen transgressive learning and disruptive capacity-building.

  • 4.
    Saunders, Fred
    et al.
    Södertörn Högskola.
    Gallardo Fernández, Gloria L.
    Uppsala University, Disciplinary Domain of Science and Technology, Earth Sciences, Department of Earth Sciences, Uppsala Centre for Sustainable Development, CSD Uppsala.
    Truong Van, Tuyen
    Hue University of Agriculture and Forestry, Viet Nam.
    Raemaekers, Serge
    Serge Raemaekers Department of Environmental and Geographical Sciences, University of Cape Town, South Africa.
    Marciniak, Boguslaw
    Freelance Researcher, Poland.
    Díaz Plá, Rodrigo
    Universidad Academia de Humanismo Cristiano, Chile.
    Transformation of small-scale fisheries — critical transdisciplinary challenges and possibilities2016In: Current Opinion in Environmental Sustainability, ISSN 1877-3435, E-ISSN 1877-3443, Vol. 20, p. 26-31Article in journal (Refereed)
    Abstract [en]

    One way to confront the global marginalisation of small-scale fisheries (SSF) is to support a sustainable transformation of these coastal communities. In 2014/15, a network of researchers and SSF communities from four countries cooperated in a transdisciplinary research approach to examine governance shifts, fish stock collapses, power structures, future visions and transformation strategies. We combined a political ecology approach with transformation theory to: (i) consider how local context is affected by structural changes and (ii) identify place-based transformational strategies for each case. The global emergence of large-scale fisheries and associated free markets appeared as key factors negatively affecting SSF and coastal sustainability. Through envisioning exercises and context dependent analysis, SSF communities articulated possible and actual strategies towards sustainability that will require ongoing support.

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