This 5 minute video was recorded at WEEC 2022 in Prague by Alex Kudryavtsev – a research associate at Cornell University for the “Environmental Education & Community Engagement” online course by Cornell and NAAEE. I introduce transdisciplinary, transgressive and transformative learning in the context of citizens monitoring air pollution s a form of citizen science. I use the city of Rotterdam in The Netherlands as an example (althoughI do some justice to the city of Rotterdam as my example is somewhat dated:. it is a short video and much more is to be said about Rotterdam as the city government now pro-actively works with citizens in an air quality monitoring network. ‘Luchtbrug’ see: https://www.themayor.eu/en/a/view/rotterdam-citizens-concerned-with-air-quality-form-a-club-8089
I feel very privileged to be part of one of the two major International River Research projects led by Wageningen UR colleague Prof. Rutgerd Boelens: Riverhood and RiverCommons. Riverhood and River Commons are both 5-year research projects that focus on enlivening rivers, river co-governance initiatives, and new water justice movements.
Riverhood is funded by the European Research Council (ERC) (Grant Agreement No 101002921) and aims to build groundbreaking transdisciplinary concepts and methodological tools to analyze and support new water justice movements’ institutions, strategies and practices for equitable and sustainable water governance. It does so through comparing initiatives in Latin America (Ecuador and Colombia) and Europe (Netherlands and Spain). The focus will be on movements promoting novel concepts and practices such as Rights of Nature, new water cultures or nature-inclusive hydraulics, to name just a few.
RiverCommons is funded by Wageningen University’s Interdisciplinary Research and Education Fund (INREF) and unites chair groups from the social and natural sciences, as well as partners worldwide. Its objective is to develop transdisciplinary concepts and methods for research, education, and multi-stakeholder interactions to understand and support river co-governance initiatives and sustainable socio-ecological river systems in Asia, Africa, Latin America and Europe.
While each of the projects has its specific objectives, activities, regions, and partners, there is immense potential for synergies and cross-pollination. Riverhood and River Commons will therefore be integrated in multiple ways, to together build a diverse and wide network of river scholars, activists, and institutions that commonly aim to understand and strengthen river co-governance around the world.
Both projects are united by a common framework that illuminates the different facets and complexities of river systems. The framework encompasses four dimensions: River-as-Ecosociety, River-as-Territory, River-as-Subject, and River-as-Movement. You can find more information about it in Concepts.
Another important component of both projects is the development of Environmental Justice Labs (Riverhood) and River Co-governance Labs (River Commons) to be organized in the case study sites to co-create knowledge and mobilize and exchange ideas for change.
One exciting immediate prospect and possibility for PhD’s from around the world is our Summer School “River Lives and Living Rivers: Towards a transdisciplinary conceptualization”
Here is the short introduction to the course:
World’s rivers are fundamental to social and natural well-being but profoundly affected by mega-damming and pollution. In response to top-down and technocratic approaches, in many places riverine communities practice forms of ‘river co-governance’, integrating ecological, cultural, political, economic and technological dimensions. In addition, new water justice movements (NWJMs) have emerged worldwide to creatively transform local ideas for ‘enlivening rivers’ into global action and vice versa. The Summer School aims to provide PhD students who conduct research on these ‘river commons’ and NWJMs with transdisciplinary concepts and approaches for studying their emerging ideas, concepts, proposals and strategies. The training thereby focuses on conceptualizing river systems in all senses, and capacity-building for (understanding and supporting) river knowledge co-creation and democratisation from the bottom up.
“It’s the economy, stupid!” was a slogan Bill Clinton used in his successful campaign against George W. Bush to point out that in the end it is the economy that matters most to voters. Now 30 years later this slogan has new meaning as we come to see the moral and planetary bankruptcy of old-style market and growth driven economic thinking that normalises unsustainability. Sadly, much higher (business) education still echoes and reproduces dysfunctional old-style economic thinking, even in universities that claim to have sustainability at the heart of their operations… even the SDG related to the economy – SDG 8 – seems to do so as it focuses on realizing ‘economic GROWTH and decent work’. It is hight time that alternative economic thinking takes root in our education – varying from distributive economic thinking to regenerative economic thinking to circular economic thinking to a letting go of economic thinking altogether to make room for alterative value propositions.What are the implications of such alternatives for how and what we teach? how students learn? how we connect with stakeholders around the university?
These and other questions will be addressed at the Higher Education Summit 2022 from 6-8 September 2022 in Hasselt, Belgium! Under the theme “Daring to transform learning for a future-proof economy” the summit will bring together those who wish to transform higher education for the benefit of a “safe and just space for humanity” (Raworth, 2017): people who study, teach, research, and contribute to governance at higher education institutions, and representatives of the business world, government, and civil society.
The organisers invite you to join us to rethink the role of higher education institutions in shaping the economy. Whether we prefer to call it a doughnut economy, circular economy, or regenerative economy – we all aspire for a world in which humans can flourish in close harmony with a thriving planet. And we know that learning is key to driving this transformation (Berlin Declaration on Education for Sustainable Development, 2021).
We are looking forward to celebrating your wonder!
The Call for Contributions is open! Proposals are welcome until 15 March 2022. We will let you know by 29 April 2022 whether your proposal has been accepted.
Your proposal should not exceed 1 A4 page, including references. You may include pictures or other visual representations. Proposals will be assessed by the scientific committee based on the following principles:
- Potential for (societal and/or economic) transformation
- Academic or other relevant quality for theory, practice or policy
- Thematic relevance
- Originality and level of innovativeness
Adequateness of mode of presentation, including the degree of co-creation with the audience