Action research for energy system transformation

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Educational Action Research Pub Date : 2022-06-05 DOI:10.1080/09650792.2022.2084434

Simon N. Jorgenson, J. Stephens

引用次数: 4

Abstract

ABSTRACT Responding to the climate crisis requires a large-scale transformation of energy systems away from fossil fuels toward a more distributed, equitable, renewable-based society. The societal benefits of this transformation which could redistribute power, literally and figuratively, go well beyond decarbonization; a renewable society could also be a healthier, more economically just society. This study conceptualizes action researchers as key drivers of these systemic change processes. We argue that transforming and democratizing energy systems should be the focal point of action researcher’s efforts to address climate change. To advance this argument, the study draws on the systemic action research, energy democracy, and sustainability transitions literature and includes recommendations, examples, and practical suggestions for conducting energy-related action research. This study’s findings will be useful to researchers interested in engaging the climate crisis by building transformative capacity in the context of local and regional energy systems.

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能源系统转型行动研究

应对气候危机需要能源系统的大规模转型，从化石燃料转向更分布式、更公平、更基于可再生能源的社会。这种转变的社会效益可以重新分配权力，从字面上和比喻上讲，远远超出了脱碳;一个可再生社会也可能是一个更健康、经济上更公正的社会。本研究将行动研究者定义为这些系统性变化过程的关键驱动者。我们认为能源系统的转型和民主化应该成为行动研究者应对气候变化努力的焦点。为了推进这一论点，本研究借鉴了系统行动研究、能源民主和可持续性转型的文献，并为开展与能源相关的行动研究提供了建议、实例和实用建议。这项研究的发现将对那些有兴趣通过在地方和区域能源系统背景下建立变革能力来应对气候危机的研究人员有用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Action Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

8.30%

发文量

期刊介绍： Educational Action Research is concerned with exploring the dialogue between research and practice in educational settings. The considerable increase in interest in action research in recent years has been accompanied by the development of a number of different approaches: for example, to promote reflective practice; professional development; empowerment; understanding of tacit professional knowledge; curriculum development; individual, institutional and community change; and development of democratic management and administration. Proponents of all these share the common aim of ending the dislocation of research from practice, an aim which links them with those involved in participatory research and action inquiry. This journal publishes accounts of a range of action research and related studies, in education and across the professions, with the aim of making their outcomes widely available and exemplifying the variety of possible styles of reporting. It aims to establish and maintain a review of the literature of action research. It also provides a forum for dialogue on the methodological and epistemological issues, enabling different approaches to be subjected to critical reflection and analysis. The impetus for Educational Action Research came from CARN, the Collaborative Action Research Network, and since its foundation in 1992, EAR has been important in extending and strengthening this international network.