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  • 1.
    Carlsson, Liesel
    et al.
    Blekinge Institute of Technology, Faculty of Engineering, Department of Strategic Sustainable Development. Acadia University, CAN.
    Callaghan, Edith
    Blekinge Institute of Technology, Faculty of Engineering, Department of Strategic Sustainable Development. Acadia University, CAN.
    Broman, Göran
    Blekinge Institute of Technology, Faculty of Engineering, Department of Strategic Sustainable Development.
    Assessing Community Contributions to Sustainable Food Systems: Dietitians Leverage Practice, Process and Paradigms2021In: Systemic Practice and Action Research, ISSN 1094-429X, E-ISSN 1573-9295, Vol. 34, no 5, p. 575-601Article in journal (Refereed)
    Abstract [en]

    Food systems are not sustainable, and efforts to address this are paralyzed by the complex networks of food system actors and factors that interact across sectoral and geographic scales. Actions at the community level can positively contribute toward globally sustainable food systems (SFS). Assessing such contributions has two central challenges: 1) a lack of methods that support alignment between communities and across scales, balanced against the need to involve the community in developing relevant indicators; and 2) the absence of adequate, fine grained data relevant to the community. Addressing these two challenges, this paper illustrates a proposed procedure that supports community engagement with, and assessment of, their contributions. Engaged by a community of Canadian dietitians, researchers used the Delphi Inquiry method, guided by the Framework for Strategic Sustainable Development, to address the first challenge, and causal loop diagrams informed by the Cultural Adaptation Template to address the second. Indicators were developed for dietitian-identified actions and outcomes for SFS. Modeling indicator interactions provide insight into how some actions are influenced by and reinforce the value placed on SFS within the professional cultural paradigm, as well as priority areas for action and measurement. Process-oriented assessment is useful in the context of partial and subjective understandings of a dynamic system, and supports continual adjustment in action. This article offers theoretical and practical insight for community engagement in addressing some of the systemic challenges in food systems. It accommodates community-based knowledge, applies process-indicators, and emphasizes the importance of cultural paradigms as a driving force of community-level actions, and overall system change. Under current conditions, facilitating SFS literacy among dietitians can amplify adaptations for broader SFS development. © 2020, The Author(s).

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  • 2. Hansson, Thomas
    Leadership by Activity Theory and Professional Development by Social Construction2002In: Systemic Practice and Action Research, ISSN 1094-429X, E-ISSN 1573-9295, Vol. 15, no 5, p. 411-436Article in journal (Refereed)
    Abstract [en]

    Culture and human development come together as one. Contradictions and challenges abound in the transformation of social practices of leadership and management. Globalization, organizational, and professional development bring local realities together. Research must embrace characteristic discourses in order to constitute a modified perspective to current approaches. Research must direct attention to the predominant conceptions of leaders, contexts, and relations. Leaders are “discoursed objects” capable of individual action, acting rationally in order to structure their contexts. Their ability to relate to others is an individual act and a source to progress. Good discourses displace attitudes, personal properties, and individual acts and highlight relations. One shift of attention goes from transcendental notions of truth, right, and suitability to local–historical constructions of reality. Another shift goes from reality as a singular and independent state to multiple socially constructed realities. In the processes of social construction people create individual worlds where unique relations emerge. Coordinated training and research enable different modes of relating to each other in systemic practice.

  • 3. Hansson, Thomas
    Learning by Action Research: A Policy for School Development.2003In: Systemic Practice and Action Research, ISSN 1094-429X, E-ISSN 1573-9295, Vol. 16, no 1, p. 37-51Article in journal (Refereed)
    Abstract [en]

    In this article I define a project organization as action research. Thus defined, the approach presents a method for experiential learning among educators who develop as learners in an educational setting. Second, the approach describes a method for focusing on research related to change in classroom didactics brought about by the mediating instruments educators discover and use so as to overcome their own learning anxiety. Third, action research and academic investigation are described as a method for integrating theory with practice. Finally, action research is outlined as an effort for social justice—the way knowledge usually develops by social construction.

  • 4. Hansson, Thomas
    Workplace Logics, Kinds of Knowledge and Action Research2006In: Systemic Practice and Action Research, ISSN 1094-429X, E-ISSN 1573-9295, Vol. 19, no 2, p. 189-200Article in journal (Refereed)
    Abstract [en]

    Workplace logics signify attitudes that employees express in close interaction, formal decision-making and collaborative interventions. The term covers a metaphorical mental context rather than a mathematically coherent understanding of social control mechanisms that influence interlocutors in cooperative activity. Workplace logics relate to future-oriented choices that employees make so as to obtain targeted production goals. But logics also hold an explanatory potential. They enable for the researcher to account for social systems that need to be designed before they are acted on. The objective for analysing workplace logics is to turn attention away from language and focus on activity systems. Successful action research facilitates for individual and organizational learning, the latter of which is rarely fulfilled in contemporary research.

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