Expansive learning of climate scientists towards transdisciplinarity

Abstract

Expansive learning theory was deployed in this study to explore how climate scientists can learn from working in a transdisciplinary mode, particularly to co-produce knowledge and navigate complex climate risks with other actors. A qualitative case study methodology was used to investigate expansive learning for climate scientists involved in the Future Resilience of African CiTies and Lands (FRACTAL) project. Findings from the study show how several major tensions of the cultural and historical work environment of scientists limit their potential to effectively produce scientific climate change information to inform decision making in complex African cities. Novel learning aspects were introduced during transdisciplinarity, which helped the scientists grapple with these tensions. They spent much time in cities with different groups of actors learning about the complex and dynamic drivers of risks in African cities and how these might change into the future. They also learned about the diverse subjectivities, priorities and values that influence African urban decision making. The group of scientists took learning actions to change their approach for co-producing knowledge with other actors in contexts of such complexity. These learning actions demonstrate transformative agency of climate scientists to expand their activities to collaboratively navigate complex African urban climate change risks.