Pedagogical approaches to knowledge integration: peer- and problem-based learning for building transformative capacity
Knowledge integration efforts necessarily involve some pedagogical strategy – making this explicit and intentional helps. Peer- and problem-based learning offer a pedagogical strategy that supports transformative capacity building. Peer relations allow horizontal learning in which knowledge is co-produced through an exchange of different experiences within a shared power structure, while problem-based learning posits a complex, real-world scenario that must be analyzed collectively from different points of view to identify the core issues. Together, peer and problem-based learning can help groups develop their own capacity for questioning the knowledge handed down through existing authorities, while building new insights into transformative action.
This knowledge integration seminar will showcase examples in which these pedagogical strategies have been applied to advance research and curriculum development on issues of knowledge mobilization for climate justice in the Anthropocene.
Mathieu Feagan is a critical interdisciplinary scholar whose work focuses on knowledge mobilization for climate justice across diverse communities of students, professionals, activists, and researchers. He is an Assistant Professor in the Department of Knowledge Integration at the University of Waterloo.