TRED conference 2023: Interact Tuesday - programme details

Organised by Wageningen Institute for Environment and Climate Research (WIMEK)

Tue 13 June 2023 09:00 to 17:30

Venue Omnia
Room Podium

Target group Interact Tuesday: researchers and educators

What Opportunities to interact with others working on transdisciplinary research
How plenary keynotes, interactive parallel discussion sessions on core theories, concepts, and afternoon workshops on transdisciplinary approaches
Who for researchers engaging with or wanting to engage with inter- and transdisciplinary research
Why mix to gain common ground, opportunity to try out different approaches

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Programme Interact Tuesday

9:00 Opening Keynote: Let's Interact! Integrating Different Forms of Knowledge
-> Anita Hardon (Knowledge, Technology and Innovation, WUR)
-> Caroline Nevejan (Chief Science Officer, City of Amsterdam)
10:00 BREAK
10:20 Interactive Discussions Sessions - Round 1
11:10 Preparation for Next Activity
11:20 Interactive Discussions Sessions - Round 2
12:10 LUNCH
13:10 Inspirational Session: Co-Creating New Ways of Thinking and Doing: Finding your co-creative rhythm; Jillian Student (WIMEK, WUR) & Corinne Lamain (CUCo)
14:00 Preparation for Next Activity
14:10 Hands-on Exploration Sessions (60 minutes)
15:10 BREAK
15:30 Hands-on Exploration Sessions (90 minutes)
17:00 Plenary Session: End of the Day Reflection
17:30 DINNER

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Interactive Discussions Sessions - Round 1

Jan Starke: "Puzzling and Powering: Dilemmas in Transdisciplinary Research"

What dilemmas do sustainability governance researchers encounter when engaging in transdisciplinary research and how do they navigate them? As social scientists involved in several transdisciplinary research projects, we started a common journey to explore this question in a series of workshops. Based on our practical experiences, we identified a tension between puzzling and powering with participants. This tension leads to six practical dilemmas when conducting transdisciplinary research: pragmatic vs. critical; short-term vision vs. long-term reality; planning vs. uncertainty; professionals vs. silent majority; dissemination vs. co-creation; and measuring vs. meanings. In this interactive discussion, we aim to reformulate and ground these dilemmas together with the experiences of participants. Moreover, we would like to explore connections and overlaps between the dilemmas and ways of balancing them in practice. We hope that participants find our characterizations helpful also for their own work and aim to facilitate a reflective dialogue about common practical challenges in conducting transdisciplinary research.

Derek Gladwin and Naoko Ellis: "Experiencing TD as a Way of Being"

The need for transdisciplinary (TD) learning spaces is necessary when facing complex issues⁠. We acknowledge that TD requires more than developing sets of competencies; it also invites the possibility of considering ways that we can “show up” – shifting normative assumptions about the nature of knowledge (epistemology) and being (ontology)⁠. Our aim in this session is to explore, particularly with others who are curious about how TD functions in various educational spaces, what other conditions might exist to cultivate TD as a way of being⁠. In our experiences co-leading TD programmes, this process has included affective, relational, cognitive (ARC) approaches to TD work⁠. For example, we have been grappling with understanding where “I” ends and where the “we” begins (relational); how might this work affect us in our bodies (affective); and the assumptions and knowledge systems that we have been conditioned to accept as reality (cognitive)⁠. We would invite others in this discussion to explore collectively and generatively – with the goal to then synthesize this discussion as a learning practice for participants⁠.

Ana Cassanti: "Accounting for diversity/inclusion while interacting with stakeholders"

Diversity and inclusion have been increasingly discussed in Academia. But how can we account for them in our research? Within this interactive session, the focus will be on how to account for contextualization, diversity and inclusion while interacting with stakeholders/community partners.

This session uses the VU’s Mixed Classroom Model ( to present aspects such as intersectionality, identity markers, and the steps of the Model to provide actionable and interactive tips and tricks on how we can interact with stakeholders/community partners accounting for their diverse aspects. The workshop is planned in a manner in which participants experience the 3 phases of the Model so they can reflect on how they can use the model as well as the concepts for their projects.

The session starts with presenting the concept of intersectionality and unpacking our identity markers, so we can look at ourselves (as researchers) and understand how our experiences, backgrounds/etc. form who we are. After, by using the case of multi-hazards in research participants are invited to reflect on how intersectionality is present there. Then, in small groups, they are invited to think about how intersectionality/power dynamics can be experienced/perceived in two different cases and expand to their own researches.

CANCELLED Diana Martin: "Responsibility in Ecosystem Education: Whose and How?"

The grand societal challenges of our time require increasingly collaborative, transdisciplinary and inclusive approaches. This means that technological education needs to step up to this role, with various novel forms of learning emerging (Challenge Based Learning, Service Learning, Humanitarian Engineering learning). Such learning is situated and co-creative in nature. It presupposes the inclusion of different type of actors, such as universities, companies, NGOs, policy bodies, student startups, local communities. It also implies reflecting on how education can benefit and enhance the socioeconomic and cultural characteristics of the ecosystem in which a university is situated. The session aims to explore the prospects and challenges for extending education to the ecosystem of universities. We will reflect together on meaningful ways for how universities can engage with more actors, via teaching, program level initiatives or policies. We will also co-construct a set of learning goals of ecosystem education, and think of the benefits for different types of actors. Finally, we will brainstorm on the place of justice and power differentials in education, and put forward a vision of responsibility that transpires from multi-stakeholder educational collaborations.

Cora van Oosten: "Transformative change through Restoration Education"

The decade 2021-2030 is known as the UN Decade on Ecosystem- and Landscape Restoration. Within 10 years, half of the world’s damaged landscapes will be restored, through public and private investment. Partners to the Global Landscapes Forum, one of which is WUR, belief that to make this happen, local capacities in landscape restoration will need to be strengthened. As a response, the group launched the Restoration Education Initiative, and co-create a Pan-African curriculum on Restoration Education. Built on the principles of transformative education, the initiative aims at a curriculum that is inter-institutional and inter-disciplinary, focused on landscape restoration that is ecologically sustainable, socially inclusive and just. Now that the work is progressing, the group wishes to use this conference to share and validate the initial curriculum blueprint, and receive feedback on how to build the content and embed it into existing programmes of higher education across the continent.

Work form: Round table with brief presentations, curriculum outline, open discussion and 'live design' with the audience which will partly be physically present and partly online.

Giulia Sonetti: "Teaching / Learning Formats for Inter/Trans-Disciplinarity"

ITD methods may help to make different perspectives explicit and invite to relate perspectives to each other. To what extent this enables further co-production of knowledge also depends on the mindsets and skills of those involved, e.g. regarding reflexivity or openness for transformative learning.

What are your experiences in applying ITD methodologies for teaching and learning ITD?

In this session we will guide the group to explore what methodological, content-related and social-dynamic expertise that enter into play when planning for a course, a module, or a spot intervention in ITD education. We will also map the different competencies needed by the educators against the Inner Development Goals (IDGs) framework, to identify needs and interests for further exchanges and trainings for us trainers. The workshop will be as interactive as possible, aiming to stimulate creativity through collaborative working and leave participants with new tools to applying in their classrooms / research.

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Interactive Discussions Sessions - Round 2

Sarah de Vries and Anke Swanenberg: "We need to talk about Transdisciplinary Learning Design"

Transdisciplinary education is challenging to design because of its so different from traditional, disciplinary education. It is still mostly a phenomenon of application rather than of reflection (Philipp et al, 2022). Transdisciplinary education (defined here as also being interdisciplinary) should take into account explicit competence development. For example on transdisciplinary collaboration, but also on integration (Horn et al, 2023). This is frequently overlooked, which negatively impacts the potential and value of transdisciplinary education.

There are some theories in place which help designing transdisciplinary education. Some seem to be more process-oriented, like the four-stage model of interdisciplinary learning (Utrecht University, n.d.) is an example of a process-oriented model based on the works of Repko & Szostak (2020) and William Perry (1970). On the other hand, boundary crossing theory (Akkerman & Bakker, 2011) focuses more on social learning mechanisms, and by doing so, facilitates collaborative learning and working.

During this interactive discussion, we will kick off by sharing our experiences with designing Transdisciplinary Mixed Classrooms at Wageningen University. These classrooms bring together practitioners and students as formal learners. By doing so, we respond to the need for preparing our students for dealing with wicked problems, but also to the lifelong learning needs of practitioners.

Following our presentation, together we will collaboratively talk, reflect and work towards actionable insights with regards to transdisciplinary learning design that we can all “bring back home” to our own contexts.

Sarah de Vries MSc (Wageningen University) is a learning designer at the Teaching and Learning Centre as well as a PhD Candidate on the topic of Transdisciplinary Mixed Classrooms at the Education and Learning Sciences Group.

Anke Swanenberg MSc (Wageningen University) is a educational advisor at the Society Based Education-team, that is part of the Teaching and Learning Centre.

  • Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of educational research, 81(2), 132-169.
  • Horn, A., Scheffelaar, A., Urias, E., & Zweekhorst, M. B. (2023). Training students for complex sustainability issues: a literature review on the design of inter-and transdisciplinary higher education. International Journal of Sustainability in Higher Education, 24(1), 1-27.
  • Philipp, T., Casiraghi, D., Enelund, M., Kubiś, M., Sancassani, S., Ruiz, L. M. S., ... & Yusim, I. (2022). Toolkit on Transdisciplinary Education and Science.
  • Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. Troy, MO: Holt, Rinehart, & Winston.
  • Repko, A. F., & Szostak, R. (2020). Interdisciplinary research: Process and theory. Sage Publications.
  • Utrecht University (n.d.). A four-stage model for interdisciplinary learning.,the%20new%20(holistic)%20understanding

Dale Rothman: "Asking the Right Questions: Can This be Taught and What is the Role of Transdisciplinarity?"

An important aspect of any research activity is asking the right questions. This discussion session will focus on previous and ongoing experiences with, and suggestions for training students and early-stage researchers to approach the issue of question development in inter- and transdisciplinary projects. After a brief introduction to a US NSF-funded project, which seeks "to design, test, evaluate and implement pedagogical frameworks, platforms and/or environments that enable participants to formulate research questions and ideas that have the potential to address critical societal challenges", participants will be encouraged to describe similar efforts, leading to a broader discussion of lessons learned and ideas for addressing this challenge in the further development of transdisciplinary education and research.

Marc Steen: "The Role of Virtues in Transdisciplinary Innovation"

Transdisciplinary innovation (TI) is direly needed, if we want to effectively address various larger societal problems. We can put people with different backgrounds in a project, in a room, around a table. But that does not necessarily or immediately do the trick. In prior research, we found that virtues like courage, justice, self-control, humility, civility, curiosity, creativity, collaboration, diversity ( are critical to organizing and promoting Transdisciplinary Innovation. Such virtues play on the micro-level of individuals, e.g., when project team members interact with each other. In addition and critically, they also play on the meso-level of the project, e.g., whether virtues like curiosity and creativity are promoted or stunted in the ways in which the project is organized and managed, and on the macro-level of society in which the consortium partners operate, e.g., factors in innovation policies or political economy that help or hinder the people involved to cultivate virtues like justice or civility.

This session consists of three parts: we first discuss 4-8 relevant virtues; then we can share examples from practice in which one or several of these virtues were key; lastly, we can discuss interventions on the meso-level of project management that may help people to cultivate relevant virtues.

Melanie Kryst: "Setting a Transdisciplinary Research Agenda"

Setting a research agenda is the initial starting point of the common research circle. However, the scientific system often defines this phase without explicitly listening to societal actors. How can individual researchers, research groups, universities, clusters or funding policies develop a research agenda with society? Join our fishbowl discussion on chances and pitfalls of transdisciplinary research agenda setting. We share experiences of a participatory topic identification process at Berlin University Alliance, Germany’s only Consortium of Excellence: In a joint process of participants from science and society, such as pupils aged 14-18 years old, we were seeking to identify the topic for the Next Grand Challenge. We invite you to discuss with us outcomes, methods and implications of setting a research agenda together with society: Does it help to identify relevant issue areas? How to balance power dynamics of heterogeneous stakeholders? And is the freedom of research at stake?

Anita Hardon and Tait Mandler: "Navigating Chemical Exposures: Sensing, Knowing, Acting"

This session will explore the dilemmas of engaging in transdisciplinary research with stakeholders whose practices, technologies, and values of sensing, knowing, and acting may not easily align or even compliment each other. We ask how harm reduction activities and strategies can be coproduced and enacted under such circumstances.

Brigitte Nitsch: "Co-creative practices for sustainable development: case Nepal"

The interactive discussion concerns the process of establishing an intercultural co-creative research hub by GATE college in Nepal to support the tourism industry in developing sustainable destinations in partnership with communities, (I)NGO’s and (international) universities. The methodology for this co-creation process is called ‘Appreciative Participatory Planning and Action’ and is used to support communities to promote the Begnas lake area. Organizations that collaborate are, among others, the Homestay committee, the Women Empowerment group, the SEED foundation and trekking agencies. Recommendations are provided to jointly manage the impact of visitors and maintain the quality of life in this fragile mountain environment. One is related to planting fruit trees to avoid contact with monkeys. Another results in a collaborating with a research institute to initiate organic fish farming. The third recommendation concerns waste management and regenerative forestation with trekking agencies.

Brigitte Nitsch has worked 5 years in Nepal for SNV as a tourism product developer in 6 mountain areas. Besides, she has supported (educational) projects in Laos, Vietnam, South Africa and Thailand. Brigitte is working at NHLStenden which as adopted Design Based Education as fundamental to learning processes. The audience is invited to support and explore together the co-creative processes in rural areas and developing countries like Nepal.

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Hands-on Exploration Sessions (60 minutes)

Nadin Gaasch and Melanie Kryst: "Card Your Enthusiasm: Card Game for Knowledge Integration"

We invite you to a card game that we have developed and tested in the Berlin research environment in summer 2022 to explore research questions for transdisciplinary projects. Our experience was that playing cards supports the integration of different perspectives and types of knowledge and stimulates joint learning – and it is fun, too. The card game is tailored to urban health, a topic that appeals to the everyday expertise of many people and does not require any professional qualifications to participate in our gaming session. By playing the game, we want to encourage you to use game-based approaches in a scientific as well as in the practical context in order to make different professional and disciplinary languages and styles of thinking visible and to create a common understanding.

Lotte Roosendaal and Jan Brouwers: "Examples of transdisciplinary interactive methods"

New practices and tools for transdisciplinary research are being (re-)designed and practiced in recent years. They entail ways for joint analyses, research agenda setting, joint reflection, joint documentation and joint communication and sharing of research as conducted in partnerships between researchers, citizens, entrepreneurs, farmers, policy makers, and other practitioners. In this practical workshop we first introduce three tools for transdisciplinary research: write shops, joint case study methodology, and walk shops.

Write shops have been conducted some 15 years and allow also non-researchers to express their ideas and experiences and with help of researchers and editors document these. A few cases will be shared as illustrations. Case studies can be a useful way to capture a specific idea, activity, or a (learning) journey of a group of people. In this session an example will be shared of using case study methodology to document and facilitate a joint learning process with members of newly established multistakeholder platforms in Dhaka. Walk shops were already part of education practices and are now increasingly also being used for place-based knowledge, for instance to help surface, value, document and share indigenous knowledge or tacit knowledge. A case will be shared how at WUR walk shops are being practiced as part of research and education on relationships between humans and nature.

After the short introduction participants will exchange in small groups their experiences, their appreciation and ideas of the presented transdisciplinary tools, and share their ideas about how this emergent practice of transdisciplinary tools can be strengthened and validated.


  • Write shops: Gonsalves, J.; B. Joven (eds). (2010) Write shops: A Tool for Packaging and Sharing Field based Experiences (Case Studies). International Institute of Rural Reconstruction, International Potato Center - Users’ Perspective with Agricultural Research and Development. Manila, Philippines
  • Case study methodology: Guijt, J., Reuver, R., ten Hove, H., Brouwer, J., Sopov, M., & Salverda, I. (2018). Creating effective case studies : a practical guide to making inclusive agribusiness experiences accessible and inspiring. Wageningen Centre for Development Studies.
  • Walk shops: Reid, Robin & Naqvi, Kimberley & Waldichuk, Tom. (2014). Place-based Curriculum: Revealing Student Connections with Community through Walking Tours. 20/21. 63-69.

Ilja Beudel: "Trust in transdisciplinary processes"

We will look into the role of trust and use tools how to build on trust between participants in the first phase of a TD proces (exploring the problem and finding a shared purpose).

We will use the tips & tools from the Praktijkgids Transdsicplinair werken (Practical guide on Working in a Transdisciplinary manner) so that participants can explore ways of creating trust when forming new teams.

Kathleen Uyttewaal: "Exploring Adaptation Pathways in Action"

In this workshop session, participants will get an introductory exposure to constructing adaptation pathways, a TD method emerging in many complex climate challenges, and tailor it to their own TD project goals. Kathleen has recently employed similar methods in her PhD project: co-creating adaptation pathways to reducing wildland fire risk in Catalonia, Spain, part of the PyroLife ITN project.

Through a visioning and back-casting exercise based on the Three Horizons Framework, participants will discover how these methods could play out with larger groups of actors dealing with complex social-ecological challenges. The exercise can be carried out individually or in teams. First, participants will envision an ideal scenario for their cases in the (not-so distant) future of 2050. Then, they will consider which current practices/policies already help achieve this vision, as well as the current practices/policies that hinder this vision. Finally, we will engage with the “messy middle” of transitions in the medium-term, thinking creatively of transitional steps that can help achieve the overall vision: to uplift the current good practices and phase out the maladaptive ones. This exercise can help orient TD researchers to implement similar methodologies in their projects.

Martina Huber: "Fostering Diversity for a Sustainable Food System"

Currently, the Dutch agriculture is characterised by the cultivation of a small number of cash crops produced in a highly intense monoculture-centred farming system. This system exploits natural resources and destroys ecosystems. These adverse effects are expected to become even more detrimental in the future, as climate and ecosystem changes accelerate.

To mitigate these trends and ensure future food stability, one key-solution is to increase crop diversity. However, increasing crop diversity is a challenge, with many hurdles originating from interdependencies between the incentives and interests of the various actors involved in the complex food system network.

In an interactive session, using a combined format of role-play and plenary discussion including the presentation of case studies, we aim to look at the Dutch food system as a whole, with inclusion of different actors involved.

Together, we will explore the main causal factors that complicate a diversification of the Dutch food system and finding solutions and effective strategies to kick-start diversification and trigger a system change.

In this process, we will create awareness of more hidden dynamics that hinder or promote a success of projects with trans-disciplinary collaborations and involved parties with differing interests and motives.

Sybille Studer: "Three Types of Knowledge to address societal challenges"

In this workshop we will use the “Three Types of Knowledge Tool” and practice formulating questions in a way that generates actionable knowledge. Do we already know the destination, but not yet the path to get there? Or do we first need to deliberate on where to go?

Based on a project or challenge from your work context, you will formulate questions, explore the three types of knowledge, and reflect on what kind of knowledge is needed to become more effective.

In the debrief section, we will discuss the usefulness of such tools for td processes – also referring to other tools in the td-net toolbox (www⁠

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Hands-on Exploration Sessions (90 minutes)

Marieke Haas and team: "Collaboration in & with Nature"

This workshop invites you to engage with nature and with each other. The aim is to explore natural collaborations within co-creating activities and reflect upon your relation with nature especially with regards to your professional practices.

We will do a sensorial walk from the campus building to the university food forest that will embody a transitioning landscapes.

At the food forest you will be introduced to the area and start the collaborative assignment. With small groups you will explore natural co-operations existing in the forest and express this in a creative drawing. This workshop will invite you to immerse yourself in nature and be mindful of your environment. Both your creative output and experiences will be put together in an evaluation exercise. In line with the TRED mission, we seek to create a safe space for dialogue.

During the walk back we take the opportunity to reflect on the activities. Among other, we will discuss how the workshop outcomes can be applied in your own practices.

We want the workshop to be available for all. Are you hesitating to subscribe due to physical limitations of joining the walk? Contact us and together we will find a solution.

Nathalie Kamp, Youp Ferket, Floris Thoonen, Iona Stefanescu, Robyn Huiting, Hongbin Su, and Bram Williams: "Encountering the Future(s) of Everyday Life"

In this hands-on exploration, design students from the Master’s course Researching the Future Everyday (http:⁠/⁠/imaginari⁠.es) at TU Eindhoven will curate a set of “experiential futures” of everyday life, addressing topics including future generations’ perspectives on the 2020s, the future of consumerism, and new approaches to smart homes⁠. Participants interacting with these prototypes will contribute to the further development of the experiences⁠.

We have three experiences:

  1. What if, every two weeks, you had a week without electricity? In 2038, this is the new reality that has been implemented in Europe to conserve energy and to prevent the grid from overloading. Caused by an ever-increasing population living more technologically rich lives in the 2020s, the demand for electricity began to threaten outpacing the supply near the end of 2025. Thirteen years later, it has completely altered the way people live and how energy is treated.

    The distribution of the limited energy available during loadshedding varies between countries. Most hold elections (local or country-wide) to decide on the distribution. In the Netherlands, the distribution gets decided on a local level, within each province, through voting on political parties who have made energy distribution their main campaign point.

    During the experience you can see proposals from different political parties and cast a vote on them. Afterwards, there are different scenarios which might cause a shift in your priorities – would you still vote the same?
  2. To be included
  3. To be included

Julissa Galarza Villemar, Erika Speelman and Federico Andreotti: "Serious games for transdisciplinary research and education"

To address societal challenges, we need tools to explore, understand and discuss complexity involving multiple knowledge and perspectives. Serious games are often used in research to promote social learning, facilitate dialogue among stakeholders, and explore human decision making in complex systems. During this session, participants are invited to experience different types of games developed at Wageningen University and interact with game designers and facilitators. Three different games and approaches are presented: games used as interventions that may have a direct impact on system transformation (SESAM project); games to evaluate risk awareness and a raise it through experiential learning (Fire-Res game); and games as a companion design tools for higher and professional education to materialize and reproduce complex modeling approaches (MSc Course, FSE32306, WUR Games Hub collaboration ). In addition, some participants may have the opportunity to take an active role during game sessions as players and observers.

Simone Ritzer: "Visualizing the role of scientists"

How to create impactful research for society, if the mutual expectations of science differ? Do you provide pure facts and figures with your research, or do you also use it to openly campaign for a fairer and more sustainable world? With visualization and mind mapping, we explore the different roles scientists can play in society.

Glory Apantaku, Amzy Vallenas Arevalo and Rudri Bhatt: "Navigating Complexity in Climate Action through Role-Playing"

This activity will encourage participants to actively learn from a variety of disciplinary perspectives, imagine different viewpoints, and explore the processes of melding different mindsets to generate novel insights into complex problems. Individually, participants will experience the excitement and challenge of merging perspectives to agree on climate action solutions. Collectively, the session aims to show that "knowing" is plural and "knowing with" is a powerful and potentially transformative epistemological framing of knowledge production as it embraces complexity and invites the need for collaboration and synergy. This experience would provide participants with a renewed understanding of themselves and how their ideas on an issue can shift based on their interaction with others and the perspectives they embody. At the end of the session, participants will have had an embodied experience that underscores how different perspectives and ways of knowing can contribute to addressing a complex challenge like climate change.

Meghann Ormond: "Participatory mapping and storytelling through tour co-creation"

Tour co-creation around a shared topic, issue or place is a powerful tool for transdisciplinary research and collaboration. Its combination of participatory mapping and storytelling techniques enable reflection on and awareness-raising about values, practices, perceptions, embodied/sensory knowledge, and (more-than-)human connections. This brief session offers participants a taster of techniques used in the scope of Migrantour Utrecht’s Lombok neighbourhood guided walking tour co-creation process involving residents with diverse migration backgrounds, civil society actors and scholars. We’ll experiment with guided visualisation, free writing and drawing, small-group sharing and thematic analysis, and collective tour narrative development. We’ll then wrap up by reflecting on what we as co-creators gain personally and collectively from engaging in a tour-making process, and the potential value of our tours for those who later take them.


Moniek Lijster and Wendy Aartsen: "Enhance Your Team Collaboration Using Liberating Structures"

Although necessary to tackle large societal challenges, working together trans- and interdisciplinary is not trivial. How do you incorporate different perspectives? How do you set common goals and projects? How do you make sure that all partners are heard in interactions?

In this hands-on exploration participants will experience how Liberating Structures can enhance their inter- and transdisciplinary collaboration. This inspiring toolbox, consisting of 33+ ‘micro-structures’, carries simple and engaging approaches which tap into the wisdom of the whole team. You can apply the structures to organize your team interactions, for example for setting goals together, co-designing a project or planning and evaluating team activities.

Participants will not only discover and experience what Liberating Structures can do for their collaborative work. They also

  • explore their own current practice of collaborative work;
  • have a look at the underpinning principles of the toolbox, its workings in team dynamics and hands-on examples from research teams; and
  • formulate concrete next steps to improve their inter- and transdisciplinary collaboration by using Liberating Structures as a tool.

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Anita Hardon Professor Anita Hardon has extensive expertise leading inter- and transdisciplinary research project and has chaired the NWO domain Social en Geesteswetenschappen (SGW). She has been engaged in ambitious multi-level, multi-sited and often interdisciplinary studies on immunization, new reproductive technologies, and AIDS medicines. These studies have generated important ethnographic insights on the appropriation of these technologies in diverse social-cultural settings, their efficacy in everyday life, the role of social movements in their design, and the dynamics of care and policy-making in their provision. The latest multi-sited ethnography, ‘ChemicalYouth’, aimed to understand what chemical and pharmaceutical substances, and not only illicit narcotics, ‘do’ for youths, using concepts and theories from medical anthropology, science and technology studies and youth studies.
Caroline Nevejan See:
Tait Mandler Tait Mandler is a postdoctoral researcher with the Embodied Ecologies project at Wageningen University. Their research often focuses on urban-rural food and agriculture economies to explore how bodies and sensoriums are articulated and transformed within the political ecologies of capitalist technoscience and urbanisation. They hold a PhD in Anthropology and Urban Planning from the University of Amsterdam.