Ethics in transdisciplinary research: reflections on the implications of ‘Science with Society’
- Cockburn, Jessica J, Cundill, Georgina
- Authors: Cockburn, Jessica J , Cundill, Georgina
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436187 , vital:73236 , ISBN 978-3-319-74721-7 , https://doi.org/10.1007/978-3-319-74721-7_6
- Description: Transdisciplinarity is a reflexive, participatory research approach that addresses societal problems by transcending the boundaries between science and society through knowledge co-production. Research ethics clearance procedures are of-ten out of step with such forms of engaged research. Through a case study of a transdisciplinary PhD, we share our experiences of the ethical challenges involved in research that takes place beyond the bounds of procedural ethics. Our research aims to co-produce knowledge on environmental stewardship. In this chapter we consider what strategies transdisciplinary scholars can employ to ensure they fulfil the requirements of ethical research in the absence of suitably aligned institutional processes, and what changes need to be made to research ethics clearance procedures to ensure they are able to account for transdisciplinary research.
- Full Text:
- Authors: Cockburn, Jessica J , Cundill, Georgina
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436187 , vital:73236 , ISBN 978-3-319-74721-7 , https://doi.org/10.1007/978-3-319-74721-7_6
- Description: Transdisciplinarity is a reflexive, participatory research approach that addresses societal problems by transcending the boundaries between science and society through knowledge co-production. Research ethics clearance procedures are of-ten out of step with such forms of engaged research. Through a case study of a transdisciplinary PhD, we share our experiences of the ethical challenges involved in research that takes place beyond the bounds of procedural ethics. Our research aims to co-produce knowledge on environmental stewardship. In this chapter we consider what strategies transdisciplinary scholars can employ to ensure they fulfil the requirements of ethical research in the absence of suitably aligned institutional processes, and what changes need to be made to research ethics clearance procedures to ensure they are able to account for transdisciplinary research.
- Full Text:
A case study of the opportunities and trade-offs associated with deproclamation of a protected area following a land claim in South Africa
- Krüger, Ruth, Cundill, Georgina, Thondhlana, Gladman
- Authors: Krüger, Ruth , Cundill, Georgina , Thondhlana, Gladman
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67791 , vital:29145 , https://doi.org/10.1080/13549839.2015.1065804
- Description: Publisher version , Reconciling conservation and social justice imperatives is a major challenge facing many postcolonial states worldwide. Where historically disenfranchised communities have laid legal claim to protected areas, the typical resolution has been collaborative management agreements between the state and claimant communities. The real outcomes of such strategies for people and ecosystems have been seriously questioned, although alternative approaches are seldom explored. Here, we reflect on one such alternative that was pursued in a case in South Africa, where the land was handed back to the community and a replacement protected area created. Our objective was to explore the opportunities and trade-offs associated with this approach for communities and conservation agencies alike, and to compare these to typical collaborative management outcomes. Methods included key informant interviews, focus group discussions and household surveys. We find that, surprisingly, this approach created more benefits for the conservation agency than for claimant communities. Indeed, the community experiences bore a striking resemblance to those experienced in collaborative management settings: intra-community conflict, confusion over leadership and serious questions about the boundaries of the “community”. Processes aimed at redressing past injustice in disputes over conservation land, regardless of the approach adopted, must bring with them a strong commitment to building institutional and leadership capacities within communities, and pay serious attention to the ways in which equity and social justice can be fostered after the settlement of a land claim. Settlement agreements are frequently treated as the final step towards social justice, but are in fact just the beginning.
- Full Text: false
- Authors: Krüger, Ruth , Cundill, Georgina , Thondhlana, Gladman
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67791 , vital:29145 , https://doi.org/10.1080/13549839.2015.1065804
- Description: Publisher version , Reconciling conservation and social justice imperatives is a major challenge facing many postcolonial states worldwide. Where historically disenfranchised communities have laid legal claim to protected areas, the typical resolution has been collaborative management agreements between the state and claimant communities. The real outcomes of such strategies for people and ecosystems have been seriously questioned, although alternative approaches are seldom explored. Here, we reflect on one such alternative that was pursued in a case in South Africa, where the land was handed back to the community and a replacement protected area created. Our objective was to explore the opportunities and trade-offs associated with this approach for communities and conservation agencies alike, and to compare these to typical collaborative management outcomes. Methods included key informant interviews, focus group discussions and household surveys. We find that, surprisingly, this approach created more benefits for the conservation agency than for claimant communities. Indeed, the community experiences bore a striking resemblance to those experienced in collaborative management settings: intra-community conflict, confusion over leadership and serious questions about the boundaries of the “community”. Processes aimed at redressing past injustice in disputes over conservation land, regardless of the approach adopted, must bring with them a strong commitment to building institutional and leadership capacities within communities, and pay serious attention to the ways in which equity and social justice can be fostered after the settlement of a land claim. Settlement agreements are frequently treated as the final step towards social justice, but are in fact just the beginning.
- Full Text: false
A search for coherence: Social learning in natural resource management
- Cundill, Georgina, Rodela, Romina
- Authors: Cundill, Georgina , Rodela, Romina
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436597 , vital:73285 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This paper presents the results of a review process that sought to disen-tangle the different ways in which social learning is conceptualised in nat-ural resource management. We begin with an historical review that seeks to reveal the roots of social learning theory in natural resource manage-ment. Based on this analysis, we develop typologies of statements about the processes that support social learning, and the outcomes of these processes. We then conduct a systematic review of the literature to as-sess the extent to which there is an emerging consensus around these typologies. We conclude that a key source of the confusion currently prevalent in the literature, stems from the fact that the same term is used to refer to quite different processes, which have different outcomes as their goal. To find our way out of the current confusion in the literature, researchers must be explicit about the definitions that they adopt for so-cial learning, and locate these definitions within the historical develop-ment of thinking around social learning in this field. Active debate about appropriate definitions for social learning, based on empirical studies and experience, should form the basis of this field of research in the coming years.
- Full Text:
- Authors: Cundill, Georgina , Rodela, Romina
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436597 , vital:73285 , ISBN 978-1-919991-81-8 , https://transformativelearning.education/wp-content/uploads/2013/01/reviews-on-social-learning-literature.pdf
- Description: This paper presents the results of a review process that sought to disen-tangle the different ways in which social learning is conceptualised in nat-ural resource management. We begin with an historical review that seeks to reveal the roots of social learning theory in natural resource manage-ment. Based on this analysis, we develop typologies of statements about the processes that support social learning, and the outcomes of these processes. We then conduct a systematic review of the literature to as-sess the extent to which there is an emerging consensus around these typologies. We conclude that a key source of the confusion currently prevalent in the literature, stems from the fact that the same term is used to refer to quite different processes, which have different outcomes as their goal. To find our way out of the current confusion in the literature, researchers must be explicit about the definitions that they adopt for so-cial learning, and locate these definitions within the historical develop-ment of thinking around social learning in this field. Active debate about appropriate definitions for social learning, based on empirical studies and experience, should form the basis of this field of research in the coming years.
- Full Text:
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