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Co-producing knowledge in and about education by combining collaborative ethnography and abductive reasoning

Author

Listed:
  • Ruth Wouters

    (University Colleges Leuven-Limburg
    KU Leuven)

  • Antoon Cox

    (KU Leuven
    Vrije Universiteit Brussel)

  • Annelies Raes

    (KU Leuven)

Abstract

Transdisciplinary projects can facilitate the development of legitimate answers to grand societal problems, leading to new insights. Within the context of inclusive education, designing and developing schooling for all affects society, research and practice, and benefits from the co-production of knowledge with both academic and non-academic stakeholders. Nevertheless, comprehensive methodological descriptions of transdisciplinary projects in education are currently scarce. This article presents such a transdisciplinary project, conducted in a particular Belgian school (K2 – K8) where pupils with various (neuro)diverse needs are supported. By employing and combining collaborative ethnography and abductive reasoning, the authors aimed to answer complex educational research questions. Accordingly, the main goal of this article is to examine how a transdisciplinary research project works in education. This examination addresses the grand challenge to identify teaching strategies and learning materials that foster inclusive education in mainstream school contexts. The specific research questions guiding this article are: (1) What are the intended and achieved phases of a transdisciplinary approach to the reconfiguration of knowledge of inclusive education (epistemological consideration) and (2) What are the essential steps and considerations when planning and running a transdisciplinary project with both academic and non-academic scholars in education (methodological consideration)? To address these questions and reveal the iterative process of describing, understanding, and communicating about the problem insights, a sequence organizer, and a comprehensive account of the intended and achieved phases are provided. Furthermore, the article offers theory- and practice-informed insights and considerations for future transdisciplinary projects. Combining collaborative ethnography and abductive reasoning offers a potential methodological journey to the prevailing challenges in education and, more broadly, in socio-cultural issues. In addition, the specific approach facilitates the personal and professional growth of those involved.

Suggested Citation

  • Ruth Wouters & Antoon Cox & Annelies Raes, 2025. "Co-producing knowledge in and about education by combining collaborative ethnography and abductive reasoning," Humanities and Social Sciences Communications, Palgrave Macmillan, vol. 12(1), pages 1-11, December.
    • Handle: RePEc:pal:palcom:v:12:y:2025:i:1:d:10.1057_s41599-025-05721-y
    DOI: 10.1057/s41599-025-05721-y
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    References listed on IDEAS

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    1. Annemarie Horn & Marijke W. Visser & Carina A. C. M. Pittens & Eduardo Urias & Marjolein B. M. Zweekhorst & Gerda M. Dijk, 2024. "Transdisciplinary learning trajectories: developing action and attitude in interplay," Humanities and Social Sciences Communications, Palgrave Macmillan, vol. 11(1), pages 1-13, December.
    2. V. B. Salas García & José María Rentería, 2024. "Students with special educational needs in regular classrooms and their peer effects on learning achievement," Humanities and Social Sciences Communications, Palgrave Macmillan, vol. 11(1), pages 1-12, December.
    3. Mary E. Richards & Mandekh Hussein & Enrique Castro-Sánchez & Olwenn Martin, 2024. "Breaching boundaries: reflections on the journey towards a transdisciplinary arts and sciences undergraduate degree programme to address global challenges," Humanities and Social Sciences Communications, Palgrave Macmillan, vol. 11(1), pages 1-8, December.
    4. Emanuele Fantini, 2024. "Podcasting for interdisciplinary education: active listening, negotiation, reflexivity, and communication skills," Humanities and Social Sciences Communications, Palgrave Macmillan, vol. 11(1), pages 1-9, December.
    5. Ruth Wouters & Bieke De Fraine & Maarten Simons, 2019. "What is at Stake in Deliberative Inquiry? A Review About a Deliberative Practice," Systemic Practice and Action Research, Springer, vol. 32(2), pages 193-217, April.
    6. Simon West & Caroline Schill, 2022. "Negotiating the ethical-political dimensions of research methods: a key competency in mixed methods, inter- and transdisciplinary, and co-production research," Humanities and Social Sciences Communications, Palgrave Macmillan, vol. 9(1), pages 1-13, December.
    7. Albert V. Norström & Christopher Cvitanovic & Marie F. Löf & Simon West & Carina Wyborn & Patricia Balvanera & Angela T. Bednarek & Elena M. Bennett & Reinette Biggs & Ariane Bremond & Bruce M. Campbe, 2020. "Principles for knowledge co-production in sustainability research," Nature Sustainability, Nature, vol. 3(3), pages 182-190, March.
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