Interdisciplinary Practice
Information from the course leader
Literature Interdisciplinary Practice Course 2025
(Subject to changes)
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- Research methods for environmental studies: A social science approach, by Mark Kanazawa (Routledge, 2017):
- Interdisciplinarity: A Critical Assessment. Jacobs, JA. and S. Frickel 2009. Annual Review of Sociology 35(1): 43-65.
- Logics of interdisciplinarity. Economy and Society 37(1): 20-49. Barry, A., G. Born, et al. (2008).
- Integrating the social and natural sciences in environmental research: a discussion paper. Strang, V. 2009. Environment, Development and Sustainability 11(1): 1-18
- Practicing interdisciplinarity. Lélé, Sharachchandra, and Richard B. Norgaard. BioScience 55, no. 11 (2005): 967-975.
- Harding, S. (2013). Rethinking standpoint epistemology: What is “strong objectivity”? In Feminist Epistemologies (pp. 49-82). Routledge.
- Haraway, D. (1988). Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective. Feminist Studies, 14(3), 575–599.
- Gould, S. J. (1993). American polygeny and craniometry before Darwin. The “Racial” Economy of Science, 84-115.
- Silverman, David, 2015. Interpreting Qualitative Data, 5th edition, chapter 7:'Interviews'. Available here.
- Bryman, Allan, 2015. Social Research Methods, 5th edition, chapter 20: 'Interviewing in qualitative research'.
- Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597.
- Byrne, D. (2022). A worked example of Braun and Clarke's approach to reflexive thematic analysis. Qual Quant 56, 1391–1412
- David Snow, Case studies and social movements, in: The Wiley-Blackwell encyclopedia of social and political movements.
- Vandergeest et al 2015 Assembling sustainable territories space subjects.pdf Download Vandergeest et al 2015 Assembling sustainable territories space subjects
- Nightingale 2016, Adaptive scholarship and situated knowledges Hybrid methodologies and plural epistemologies in climate change adaptation research
- Cuadra, M. and Björklund, J. 2007. Assessment of economic and ecological carrying capacity of agricultural crops in Nicaragua. Ecological Indicators, 7 (2007) 133-149. https://doi.org/10.1016/j.ecolind.2005.11.003.
- Cuadra, M. and Rydberg, T. 2006. Emergy evaluation on the production, processing and export of coffee in Nicaragua. Ecological Modelling, 196 (2006) 421-433
- Cuadra, M. 2005. Assessment of the natural resource base of Nicaragua and case studies of its use in agricultural production and export. Doctoral Thesis No. 2005: 25. Acta Universitatis Agriculturae Sueciae. Swedish University of Agricultural Sciences. Uppsala. 51 pp.
- Mugejo, Ncube, Mutsvangwa, 2022, Infrastructure Performance and Irrigation Water Governance in Genadendal, Western Cape, South Africa Download Mugejo, Ncube, Mutsvangwa, 2022, Infrastructure Performance and Irrigation Water Governance in Genadendal, Western Cape, South Africa
- Thow, Greenberg, Hara, et al,, 2018, Improving policy coherence for food security and nutrition in South Africa. A qualitative policy analysis
- James Meadowcroft, and Daniel J. Fiorino. Conceptual Innovation in Environmental Policy. The MIT Press, 2017.)
- Grey, S., & Patel, R. (2015). Food Sovereignty as Decolonization: Some contributions from Indigenous movements to food system and development politics. Agriculture and Human Values, 32, 431-444.
- Tom, M. N., Sumida Huaman, E., & McCarty, T. L. (2019). Indigenous knowledges as vital contributions to sustainability. International Review of Education, 65, 1-18. Rarai, A., Parsons, M., Nursey-Bray, M., & Crease, R. (2022). Situating climate change adaptation within plural worlds: The role of Indigenous and local knowledge in Pentecost Island, Vanuatu. Environment and Planning E: Nature and Space, 5(4), 2240-2282.
- Gergan, M. D., & Curley, A. (2023). Indigenous youth and decolonial futures: Energy and environmentalism among the Diné in the Navajo Nation and the Lepchas of Sikkim, India. Antipode, 55(3), 749-769..
- 5) Hughes, S. S., Velednitsky, S., & Green, A. A. (2023). Greenwashing in Palestine/Israel: Settler colonialism and environmental injustice in the age of climate catastrophe. Environment and Planning E: Nature and Space, 6(1), 495-513.
- Alfred, T., & Corntassel, J. (2005). Being Indigenous: Resurgences against contemporary colonialism. Government and opposition, 40(4), 597-614.
- Smith, A. (2012). 4. Indigeneity, Settler Colonialism, White Supremacy. In D. HoSang, O. LaBennett & L. Pulido (Ed.), Racial Formation in the Twenty-First Century (pp. 66-90). Berkeley: University of California Press.
- Hope, J. (2022). Globalising sustainable development: Decolonial disruptions and environmental justice in Bolivia. Area, 54(2), 176-184.
- Thompson, K. L., & Ban, N. C. (2022). “Turning to the territory”: A Gitga'at Nation case study of Indigenous climate imaginaries and actions. Geoforum, 137, 230-236.
- Mbah, M. F., Bailey, M., & Shingruf, A. (2023). Considerations for relational research methods for use in Indigenous contexts: implications for sustainable development. International Journal of Social Research Methodology, 1–16. https://doi.org/10.1080/13645579.2023.2185345
- Simpson, L. B. (2017). As we have always done: Indigenous freedom through radical resistance. University of Minnesota Press.
- Smith, L. T. (2021). Decolonizing Methodologies: Research and Indigenous Peoples. Bloomsbury Publishing.
Course evaluation
The course evaluation is not yet activated
The course evaluation is open between 2025-06-01 and 2025-06-22
Additional course evaluations for HU0004
Academic year 2023/2024
Interdisciplinary Practice (HU0004-40157)
2024-03-20 - 2024-06-02
Academic year 2022/2023
Interdisciplinary Practice (HU0004-40123)
2023-03-22 - 2023-06-04
Syllabus and other information
Syllabus
HU0004 Interdisciplinary Practice, 15.0 Credits
Praktisk tvärvetenskapSubjects
Sustainable DevelopmentEducation cycle
Master’s levelModules
| Title | Credits | Code |
|---|---|---|
| Home exam | 5.0 | 0001 |
| Project work | 10.0 | 0002 |
Advanced study in the main field
Second cycle, has only first-cycle course/s as entry requirementsMaster’s level (A1N)
Grading scale
The grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.
Language
EnglishPrior knowledge
Equivalent to Bachelor’s degree of 180 credits.Knowledge equivalent to English 6 (With a Swedish bachelor’s degree, the requirement for English is met.).
Objectives
Main Objectives
After the completed course the students should independently be able to comprehend interdisciplinary methodology and utilize them through working in interdisciplinary teams in order to analyse and improve complex situations within sustainable development which require to be addressed by interdisciplinary approaches.
Part Objectives
After the completed course, the students are expected to demonstrate their knowledge and understanding so that they can:
define and describe relevant methods suitable for interdisciplinary analysis – including its scientific and philosophical context – which can be related to sustainable development within natural-, social- and planning sciences;
with an interdisciplinary approach, relate the current state of the world, to a sustainable management of natural and culturally affected ecosystems, as well as to the planning of sustainable international and national urban, rural and complex urban-rural systems;
describe how methods suitable for an interdisciplinary approach are used for outlining the control and management means, applied on different spatial scales and within strategic physical planning on regional, municipal and local community levels;
be able to describe how an interdisciplinary method approach can be utilised for communication between different actors in collaborative learning processes on sustainable development.
The students should also be able to display their acquired skills to:
find and select the appropriate interdisciplinary method approach and data concerning sustainable development in general and concerning the management of natural resources and sustainable community development in particular;
practically utilise interdisciplinary methodology and data for explaining sustainable development of global biogeochemical processes, natural- and culturally affected ecosystems as well as of international and national urban, rural and complex urban-rural systems;
describe and apply method triangulation within e.g. case studies, futures studies or risk assessment, that combine physical measurements with i.a. interviews, enquiries, observation studies (displayed in the framework course), statistics and other desktop studies.
The students should be able to evaluate and elaborate on problems related to:
existing theories and methods for interdisciplinary analysis, method development and generally be able to utilise methods and data in a critical way;
the actual management of natural- and culturally affected ecosystems as well as to international and national urban, rural and urban-rural complex systems, with interdisciplinary methods.
Content
The course focuses on advanced knowledge on and interdisciplinary methodology for studying the state of the world, the world natural regions, the world’s culturally affected ecosystems as well as economic and organisational control and management of their international, national, urban, rural and urban-rural systems.
Methodological topics include: Scientific philosophical foundations and interdisciplinary definitions of problems. The historic development of interdisciplinarity within natural-, humanistic- and social sciences. Quality criteria for interdisciplinary research. Analytical methods for interdisciplinary and experimental design, interview and enquiry methods, collaborative learning, systems thinking and practice, futures study- and case study methodology. Differences in intra-scientific methodology between different scientific areas. Differences between analytical knowledge and practical knowledge.
The course allows interdisciplinary student teams to carry out a project work with an interdisciplinary approach with supervision.
Grading form
The grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.Formats and requirements for examination
Passed examination, approved project work and of seminar presentations. Active participation in seminars.
If a student has failed an examination, the examiner has the right to issue supplementary assignments. This applies if it is possible and there are grounds to do so.
The examiner can provide an adapted assessment to students entitled to study support for students with disabilities following a decision by the university. Examiners may also issue an adapted examination or provide an alternative way for the students to take the exam.
If this syllabus is withdrawn, SLU may introduce transitional provisions for examining students admitted based on this syllabus and who have not yet passed the course.
For the assessment of an independent project (degree project), the examiner may also allow a student to add supplemental information after the deadline for submission. Read more in the Education Planning and Administration Handbook.
Other information
The right to participate in teaching and/or supervision only applies for the course instance the student was admitted to and registered on.
If there are special reasons, students are entitled to participate in components with compulsory attendance when the course is given again. Read more in the Education Planning and Administration Handbook.
Additional information
It is strongly recommended that all preceding SD Master program courses have been passed prior to starting the Interdisciplinary Practice course.Responsible department
Department of Urban and Rural Development