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      Sustainable knowledge transformation in and through higher education: A case for transdisciplinary leadership

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            Abstract

            This article explores inter- and transdisciplinarity, given the need for more complex, relevant, and transformative knowledge to shift society towards more sustainable futures. It connects practical questions about economic, societal, and ecological limits to questions about the limitations of academic knowledge. Transdisciplinarity involves co-constructing socially relevant, transformative knowledge with actors outside academia. In practice, transdisciplinary work requires clarity about intentions, along with inclusive and well-facilitated collaborative processes that accommodate dissenting and transgressive perspectives. Higher education has begun to experiment with inter- and transdisciplinarity via sustainability-focused projects. However, it insufficiently addresses broader demands for transformation and cannot address these adequately without integral leadership.

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            Journal
            72010448
            International Journal of Development Education and Global Learning
            int j develop educ gobal learn
            IOE Press
            1756-5278
            31 March 2017
            : 8
            : 3
            : 5-24
            Article
            1756-5278(20170331)8:3L.5;1- s2.phd /ioep/ijdegl/2017/00000008/00000003/art00002
            10.18546/IJDEGL.8.3.02
            3769bb75-ba00-47d3-8e24-a46f7cf5214b
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