14
beyond the limits of single scientific disciplines. It starts from the premise that
knowledge is constantly developing by weaving scientific knowledge with empirical
observations, technical know-how, contemporary scientific facts, local and traditional knowledge, and ancestral wisdom. Bridging and connecting knowledge systems helps understand socio-ecological system dynamics, opens dialogue between
different cultures, mental models, institutions, actors, and their practices and
influences, and/or informs governance schemes and policies (Tengö et al. 2017;
Challenger et al. 2018). Co-production of knowledge opens new learning and teaching opportunities (Gutiérrez Serrano 2016) and contributes to an ever-growing horizontal learning community. The concept of transdisciplinarity originally stems from
the idea that thinking is a complex process including biological, cerebral, spiritual,
logical, linguistic, cultural, social, and historical processes, with emphasis on the
connections and communication between knowledge systems (Morin 1977; García
2006; Castañares Maddox 2009; Díaz et al. 2015, 2018). Furthermore, it emerges
with the intention to not only systematically solve a problem, but to make research
and thus education more relevant to society (Kockelmans 1979).
Part III: Interculturality in Drylands
The development of transdisciplinary and participatory research is based on continuous
knowledge development and dialogue as the basis to develop sustainable development
projects with direct participation of local actors. Multiple stakeholder collaborations
are fundamental for the co-production of useful knowledge production as different wisdoms, disciplines, foci, and positions can be shared (Gutiérrez Serrano 2016). This
transdisciplinary academic context has strongly helped remove unequal power relations, which is the basis for interculturality (Alsina 2003), and thus generates friendly
intimate relations built on confidence and trust to their legitimacy (Coppock 2016).
Interculturality refers to the process of establishing equitable communication and interaction forms between people and groups with specific cultural identities, which stimulates dialogue and integration between different cultures, knowledge, and worldviews
(Alsina 2003; Clark et al. 2016). The process of action through interculturality requires
not only a different type of knowledge, but also a novel process of knowledge creation.
It requires the creation of collective and participatory wisdom based on equal cognitive
and emotional exchanges, providing an emancipatory knowledge that goes beyond
colonialism to accomplish solidarity (Santos 2002).
While intercultural dialogues are not always exempt of conflict, strong emphasis
is given on mutual respect, horizontality in communication channels, equitable
access to information, and joint search for synergies (Alsina 2003). Thus, when
looking for engagement by a diverse group of stakeholders, emphasis needs to be
given on a diverse spectrum of values with potentially conflicting worldviews, and
on different knowledge systems, rules, and norms (Gorddard et al. 2016). This then
will guide management practices, power relations, skills, and preferences, which in
turn may dramatically influence the perception, definition, and stewardship of socioecological systems (Davies et al. 2015). Therefore the diverse values, knowledge,
E. Huber-Sannwald et al.
beyond the limits of single scientific disciplines. It starts from the premise that
knowledge is constantly developing by weaving scientific knowledge with empirical
observations, technical know-how, contemporary scientific facts, local and traditional knowledge, and ancestral wisdom. Bridging and connecting knowledge systems helps understand socio-ecological system dynamics, opens dialogue between
different cultures, mental models, institutions, actors, and their practices and
influences, and/or informs governance schemes and policies (Tengö et al. 2017;
Challenger et al. 2018). Co-production of knowledge opens new learning and teaching opportunities (Gutiérrez Serrano 2016) and contributes to an ever-growing horizontal learning community. The concept of transdisciplinarity originally stems from
the idea that thinking is a complex process including biological, cerebral, spiritual,
logical, linguistic, cultural, social, and historical processes, with emphasis on the
connections and communication between knowledge systems (Morin 1977; García
2006; Castañares Maddox 2009; Díaz et al. 2015, 2018). Furthermore, it emerges
with the intention to not only systematically solve a problem, but to make research
and thus education more relevant to society (Kockelmans 1979).
Part III: Interculturality in Drylands
The development of transdisciplinary and participatory research is based on continuous
knowledge development and dialogue as the basis to develop sustainable development
projects with direct participation of local actors. Multiple stakeholder collaborations
are fundamental for the co-production of useful knowledge production as different wisdoms, disciplines, foci, and positions can be shared (Gutiérrez Serrano 2016). This
transdisciplinary academic context has strongly helped remove unequal power relations, which is the basis for interculturality (Alsina 2003), and thus generates friendly
intimate relations built on confidence and trust to their legitimacy (Coppock 2016).
Interculturality refers to the process of establishing equitable communication and interaction forms between people and groups with specific cultural identities, which stimulates dialogue and integration between different cultures, knowledge, and worldviews
(Alsina 2003; Clark et al. 2016). The process of action through interculturality requires
not only a different type of knowledge, but also a novel process of knowledge creation.
It requires the creation of collective and participatory wisdom based on equal cognitive
and emotional exchanges, providing an emancipatory knowledge that goes beyond
colonialism to accomplish solidarity (Santos 2002).
While intercultural dialogues are not always exempt of conflict, strong emphasis
is given on mutual respect, horizontality in communication channels, equitable
access to information, and joint search for synergies (Alsina 2003). Thus, when
looking for engagement by a diverse group of stakeholders, emphasis needs to be
given on a diverse spectrum of values with potentially conflicting worldviews, and
on different knowledge systems, rules, and norms (Gorddard et al. 2016). This then
will guide management practices, power relations, skills, and preferences, which in
turn may dramatically influence the perception, definition, and stewardship of socioecological systems (Davies et al. 2015). Therefore the diverse values, knowledge,
E. Huber-Sannwald et al.