Co-creating sustainability science communication through aesthetic formats: This is what a transdisciplinary moment looks like
Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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Co-creating sustainability science communication through aesthetic formats : This is what a transdisciplinary moment looks like. / Vitting-Seerup, Sabrina; Berg, Kristine Marie; Ferm, Elin Anna Elvira; Thinggaard Hjortkjær, Laura; Killeen, Brendan; Kisbye, Sarah; Kristoffersen, Jens Good; Mathiesen, Cecilie Vad; Achiam, Marianne.
I: Journal of Education for Sustainable Development, Bind 17, Nr. Issue 2, September 2023, 2024, s. 179-199.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - Co-creating sustainability science communication through aesthetic formats
T2 - This is what a transdisciplinary moment looks like
AU - Vitting-Seerup, Sabrina
AU - Berg, Kristine Marie
AU - Ferm, Elin Anna Elvira
AU - Thinggaard Hjortkjær, Laura
AU - Killeen, Brendan
AU - Kisbye, Sarah
AU - Kristoffersen, Jens Good
AU - Mathiesen, Cecilie Vad
AU - Achiam, Marianne
N1 - We want to acknowledge the many students who made it possible for us to conduct the experiments described and analysed in this article. In addition to our four student authors, Sarah Kisbye, Jens Good Kristoffersen, Cecilie Mathiesen and Laura Thinggaard Hjortkjær, we owe a profound thank you to Kristine Bergstein, Amalie Beate Albrechtsen, Anna Falbe-Hansen, Carl Gustav Henning Hansen, Sarah Hellebek, Sofie Ahrens Hesselager, Karoline Krabbe, Ida Bredahl Larsen, Kristina Vallentin Larsen, Louisa Mathies, Anders Nørrekær Mortensen, Emil Koch Pedersen, Anna Puggaard, Caroline Rude, Emma Sofie Vestergaard and Elena Volchkova. Without your collaboration, there would be no research.
PY - 2024
Y1 - 2024
N2 - Sustainability science calls for new methodologies and collaborations that go beyond disciplinary boundaries. This points to a new role for sustainability science communication. Here, we explore how science communication can employ aesthetic formats (e.g., storytelling, performance, artistic installations) to promote transdisciplinary collaborations. We conducted a series of experiments in a master-level science communication course at the University of Copenhagen, engaging students, practitioners and researchers in experimental collaborations and qualitative data collection. Through thematic analysis of classroom observations and interviews, five elements of transdisciplinarity emerged: Acknowledgement of disciplinary identities, negotiation of diverse vocabularies, disruption of hierarchical structures, experience of novel insights and evident learning processes among participants. These moments challenged direct observation but became discernible through post hoc analysis. We suggest they constitute a sequence that together describes a transdisciplinary moment. We thus conclude that the aesthetic formats we employed were instrumental in disrupting conventional boundaries and enhancing collaboration across disciplines. However, we also acknowledge the complexities of achieving transdisciplinary moments and emphasize the importance of reflective practice.
AB - Sustainability science calls for new methodologies and collaborations that go beyond disciplinary boundaries. This points to a new role for sustainability science communication. Here, we explore how science communication can employ aesthetic formats (e.g., storytelling, performance, artistic installations) to promote transdisciplinary collaborations. We conducted a series of experiments in a master-level science communication course at the University of Copenhagen, engaging students, practitioners and researchers in experimental collaborations and qualitative data collection. Through thematic analysis of classroom observations and interviews, five elements of transdisciplinarity emerged: Acknowledgement of disciplinary identities, negotiation of diverse vocabularies, disruption of hierarchical structures, experience of novel insights and evident learning processes among participants. These moments challenged direct observation but became discernible through post hoc analysis. We suggest they constitute a sequence that together describes a transdisciplinary moment. We thus conclude that the aesthetic formats we employed were instrumental in disrupting conventional boundaries and enhancing collaboration across disciplines. However, we also acknowledge the complexities of achieving transdisciplinary moments and emphasize the importance of reflective practice.
KW - Faculty of Science
KW - sustainability
KW - transdisciplinarity
KW - aesthetic formats
KW - arts-based
KW - sustainability communication
KW - Higher Education
U2 - 10.1177/09734082231222352
DO - 10.1177/09734082231222352
M3 - Journal article
VL - 17
SP - 179
EP - 199
JO - Journal of Education for Sustainable Development
JF - Journal of Education for Sustainable Development
SN - 0973-4082
IS - Issue 2, September 2023
ER -
ID: 375975398