Author-tag: Jillian Student

Understanding exclusion, sharing benefits and building in reflection in transdisciplinary collaborations

By Annisa Triyanti, Corinne Lamain, Jessica Duncan and Jillian Student

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1. Annisa Triyanti (biography)
2. Corinne Lamain (biography)
3. Jessica Duncan (biography)
4. Jillian Student (biography)

How are ways of knowing excluded in transdisciplinary collaborations? How can transdisciplinary collaborations provide fair compensation for all who dedicate time and effort to the collaboration? How can transdisciplinary processes be made more fair, inclusive and equitable by including reflective processes?

Transdisciplinary collaborations aim to bring together different forms of knowledge, for example academic knowledge with knowledge of practitioners, activists, community groups, etc. Important questions to unpack the politics of transdisciplinary collaborations include:

  • Who decides which societal challenges are addressed?
  • Who has the most access and power to mobilize actions and resources?
  • Who decides who will be involved?
  • Who receives benefits?

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Towards fair transdisciplinary collaborations that honour epistemic justice

By Annisa Triyanti, Barbara van Paassen, Corinne Lamain, Jessica Duncan, Jillian Student, Jonas Collen Ladeia Torrens and Nina de Roo

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1. Annisa Triyanti; 2. Barbara van Paassen; 3. Corinne Lamain; 4. Jessica Duncan; 5. Jillian Student; 6. Jonas Collen Ladeia Torrens; 7. Nina de Roo  (biographies)

What principles need to be upheld to fund and support fair, inclusive, and equitable transdisciplinary collaborations? What competences and attitudes are required for transdisciplinary collaborations to foster epistemic justice? And what do mushrooms have to do with this?!

It is widely acknowledged that to address complex societal problems and harness plural ways of knowing, a wider range of actors, perspectives and types of knowledge are needed than is traditionally the case in other forms of knowledge creation. Transdisciplinary collaborations are different from traditional forms of science in:

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Not just in our heads: Embodied and creative practices for creating connection

By Corinne Lamain and Jillian Student

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1. Corinne Lamain (biography)
2. Jillian Student (biography)

How can embodied and creative practices, such as dance and poetry, be used to bridge different forms of knowledge?

Transdisciplinarity requires crossing many boundaries, including knowledge fields, perspectives, languages, personalities, and geographic areas. This is often somewhat uncomfortable. Arts-based and embodied approaches can support creative thinking, perspective-taking and communication. For some, these art-based methods feel more natural than for others, but we suggest that the willingness to leave our comfort zone (‘embracing the discomfort’) opens up space for shared vulnerability that is much needed for integrating perspectives. Moreover, doing these practices under time pressure helps remove the tendency to self-criticise and strive for perfection in artistic expression. To be fair, creative practices are not everyone’s style. It is important to note that the effort is not about co-creating beautiful artwork, but rather to facilitate alternative means of expression.

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