Three Dimensions of Transformative Impact and Capacity: A Conceptual Framework Applied in Social Innovation Practice

Understanding transformative capacity to boost urban climate adaptation: A Semi-Systematic Literature Review

Transformative capacity (TC) is key for addressing climate change impacts. It refers to urban areas' ability for profound and intentional change to address current challenges and move towards a more desirable and resilient state. However, its varied applications across disciplines can lead to misunderstandings and implementation challenges. Thus, this Semi-Systematic Literature Review (SSLR) on TC within urban studies from 2016 to 2022 aims to overview and synthesise TC literature and its gaps to inform ongoing debates, intersecting it with climate-related research. The results show an increasing interest in TC within two fields of knowledge: resilience studies and transformative research. The review found TC as a catalyst for transformative actions, promoting sustainable pathways, enhancing resilience, and driving fundamental changes in urban climate adaptation. Finally, the prevailing literature gaps concern the TC concept's fragmentation, excessive research on governance features, and lack of joint research about TC and innovation.

Academic contributions to the development of evidence and policy systems: an EPPI Centre collective autoethnography

BACKGROUND

Evidence for policy systems emerging around the world combine the fields of research synthesis, evidence-informed policy and public engagement with research. We conducted this retrospective collective autoethnography to understand the role of academics in developing such systems.

METHODS

We constructed a timeline of EPPI Centre work and associated events since 1990. We employed: Transition Theory to reveal emerging and influential innovations; and Transformative Social Innovation theory to track their increasing depth, reach and embeddedness in research and policy organisations.

FINDINGS

The EPPI Centre, alongside other small research units, collaborated with national and international organisations at the research-policy interface to incubate, spread and embed new ways of working with evidence and policy. Sustainable change arising from research-policy interactions was less about uptake and embedding of innovations, but more about co-developing and tailoring innovations with organisations to suit their missions and structures for creating new knowledge or using knowledge for decisions. Both spreading and embedding innovation relied on mutual learning that both accommodated and challenged established assumptions and values of collaborating organisations as they adapted to closer ways of working. The incubation, spread and embedding of innovations have been iterative, with new ways of working inspiring further innovation as they spread and embedded. Institutionalising evidence for policy required change in both institutions generating evidence and institutions developing policy.

CONCLUSIONS

Key mechanisms for academic contributions to advancing evidence for policy were: contract research focusing attention at the research-policy interface; a willingness to work in unfamiliar fields; inclusive ways of working to move from conflict to consensus; and incentives and opportunities for reflection and consolidating learning.

The Role of Farmers’ Umbrella Organizations in Building Transformative Capacity around Grassroots Innovations in Rural Agri-Food Systems in Guatemala

Family farmers and grassroots innovations can enable transitions to more sustainable food systems. The study explores the roles umbrella farmers’ organizations play in building transformative capacity through grassroots innovations in rural food systems in Guatemala. An analytical framework based on the notion of transformative capacity and socio-technical transitions is used to explore the specific factors enabling and limiting the transformative potential of grassroots innovations in a rural setting. A case study in rural Huehuetenango, Guatemala is presented, using interviews and focus groups discussions with relevant stakeholders engaged in the development process. Perceptions from interviews and focus groups discussions highlight the catalyst role played by the umbrella farmers’ organization as the main enabling factor to increase transformative capacity of grassroots innovations. The umbrella organization plays a key role in enabling farmers to pursue socio-technical transformations and in moving grassroots innovations outside a niche sphere. It contributes to creating coherence towards a common sustainability vision, supporting innovation and experimentation, and providing technical assistance around core development processes. In addition, it navigates across different levels of agency (households, communities, networks, and institutions) and different interaction scales (local, department, and national). However, gender and multi-generational gaps have been identified as limiting factors that would require further analysis.

What Makes Environmental and Sustainability Education Transformative: A Re-Appraisal of the Conceptual Parameters

As with all educational policy and practice, Environmental and Sustainability Education, if it is to be effective and meaningful, has to be designed and implemented in ways that reflect twenty-first-century circumstances, which are characterized by a globalized society in which cultural diversities amongst individuals and populations have become increasingly more complex and prominent. Using a conceptual and philosophical analysis of the research and policy literature, this paper contends that current ESE tends to be trapped within a restrictive monocultural definition of sustainability that does not reflect the different cultural perspectives towards sustainability that exist across global populations as a whole. It further argues that if ESE is to become truly transformative for students, ESE teachers need to develop a transcultural capacity as part of their professional expertise, one that is more aligned with the reality of a more culturally diverse population and student body. Only then can transformative and effective ESE pedagogies be developed that relate more closely to the socio-political context in which students of today will live.