Carolina Adler

Embodied uncertainty: living with complexity and natural hazards

In this paper, we examine the concept of embodied uncertainty by exploring multiple dimensions of uncertainty in the context of risks associated with extreme natural hazards. We highlight a need for greater recognition, particularly by disaster management and response agencies, of uncertainty as a subjective experience for those living at risk. Embodied uncertainty is distinguished from objective uncertainty by the nature of its internalisation at the individual level, where it is subjective, felt and directly experienced. This approach provides a conceptual pathway that sharpens knowledge of the processes that shape how individuals and communities interpret and contextualise risk. The ways in which individual characteristics, social identities and lived experiences shape interpretations of risk are explored by considering embodied uncertainty in four contexts: social identities and trauma, the co-production of knowledge, institutional structures and policy and long-term lived experiences. We conclude by outlining the opportunities that this approach presents, and provide recommendations for further research on how the concept of embodied uncertainty can aid decision-making and the management of risks in the context of extreme natural hazards.

Policy diffusion in arid Basin water management: a Q method approach in the Murray–Darling Basin, Australia

The Murray–Darling Basin is Australia’s national food bowl, home to almost half of the national income from food production, as well as internationally significant wetlands, iconic red gum forests, endangered flora and fauna, and approximately 40 autonomous indigenous nations. Persistent severe drought and extreme flooding episodes have presented new challenges in the region. Chief among these challenges is the establishment of a legitimate framework to sustainably manage water resources that finds common ground between environmental, indigenous and commercial interests. A powerful approach to examine these processes is through the theory of diffusion and adaptation of policy innovations. Here, we describe an approach to place this theory on empirical ground using Q methodology. We elucidate patterns of subjectivity, to explore the perceptions of expert advice, subsidiarity and local knowledge to better understand the interests in play. We find that respect is held for local practitioners (water managers and farmers) and indigenous knowledge, but while policy innovations are being generated, the diffusion of policy is contested. We identify the potential, though limited, for common ground through substantive and respectful consultation.

Resilience to climate change: from theory to practice through co-production of knowledge in Chile

In theory, building resilience is touted as one way to deal with climate change impacts; however, in practice, there is a need to examine how contexts influence the capacity of building resilience. A participatory process was carried out through workshops in regions affected by drought in Chile in 2014. The aim was to explore how resilience theory can be better applied and articulated into practice vis-á-vis participatory approaches that enrich the research process through the incorporation of co-produced. The results show that there are more differences in responses by type of actor than between regions, where issues of national interest, such as ‘education-information’ and ‘preparedness’, are highlighted over others. However, historically relevant local topics emerged as differentiators: decentralisation, and political will. This reinforces why special attention must be given to the different understandings in knowledge co-production processes. This study provides evidence and lessons on the importance of incorporating processes of the co-production of knowledge as a means to better articulate and transfer abstract concepts, such as resilience theory, into practice.

Conceptualizing the transfer of knowledge across cases in transdisciplinary research

Transdisciplinary (TD) research is increasingly suggested as a means of tackling wicked problems by providing knowledge on solutions that serve as pathways towards sustainable development. In contrast to research striving for generalizable findings, TD research produces insights for a particular case and context. TD researchers, who build on other TD projects’ results, need to know under what conditions knowledge gained from their case can be transferred to and applied in another case and context. Knowledge transfer between researchers and stakeholders is extensively discussed in the literature. However, a more profound understanding and management of the challenges related to knowledge transfer across cases, as it applies to TD research, are missing. We specify the challenges of knowledge transfer in TD research by distinguishing TD research for policy from conventional evidence-based policy, which relies on generalizing findings, such as randomized controlled trials. We also compare the functions that cases fulfil in other types of research that include basic, applied and ideographic research. We propose to conceptualize transferability of knowledge across cases as arguments by analogy. Methodologically, this would imply explicit consideration on whether the cases in question are sufficiently similar in relevant aspects while not dissimilar in other additional relevant aspects. On the one hand, this approach calls for explicit material considerations that are needed to learn about which aspects of cases are relevant. On the other hand, formal considerations on how to weigh perceived relevant similarities and dissimilarities of the cases at hand for transferability of knowledge, are needed. Empirical research on how projects in TD research deal with this problem is called for.

On the evaluation of adaptation practices: a transdisciplinary exploration of drought measures in Chile

A severe drought has affected central Chile since 2009. Various adaptation responses have been developed, and a participatory process is required to learn from them. To enable this, a transdisciplinary approach was adopted to achieve two objectives: first, to test an approach for assessing the effectiveness of existing measures to respond to drought, specifically to distil strengths and weaknesses of implementation, and developing recommendations; second, to reflect on results from a pilot project conducted to ascertain its potential for scalability in terms of processes employed. The research was organized per the three types of knowledge needed to address complex problems through transdisciplinarity: systems, target and transformation knowledge. Using the recent drought as a boundary object, we conducted the pilot in two locations in Chile where we carried out literature reviews, interviews and focus group discussions were carried out. We identified adaptation measures at national and local scale, a set of which were evaluated applying the Index for the Usefulness of Adaptation Practices (IUPA). Results indicate that through IUPA, we could systematically account for the perceived effectiveness of applied measures. Strengths such as autonomy in the decision-making process emerged as key factors that could also be applied in other contexts, whereas weaknesses such as lack of integration with other policy domains, programs or projects were identified. To address weaknesses, key recommendations were proposed, which are congruent with context-specific expectations, capacities, experiences and knowledge, given that they were articulated by local actors. Results present empirical evidence on the important utility of transdisciplinary approaches in the evaluation of adaptation measures and can support the development of metrics related to adaptation process at the local scale.

Making the Link Between Transdisciplinary Learning and Research

This chapter discusses how complex, real-world topics related to sustainable development are tackled through a curriculum that fosters transdisciplinary skills and thinking for students at an environmental sciences department at the Federal Institute of Technology in Zurich, Switzerland (ETH Zurich). We describe a process through which university students at all levels learn how to handle complex, real-world problems. We argue that the ability to frame complex problems and the ability to empathize with diverse points-of-view are key skills for transdisciplinary learning and research. Competence fields are identified by reflecting on the actual skills needed for conducting a transdisciplinary research process and by identifying elements from past teaching experiences that have proven to be effective. We then develop a framework which shows how these competence fields link different learning domains, so that students develop not only cognitive, but also affective and psychomotor abilities. This framework may serve as a starting point for the design of other courses aimed at training transdisciplinarians.