Toward Coequality of the Social Sciences in the National Climate Assessment.

IF 1.9 4区 地球科学 Q3 ENVIRONMENTAL STUDIES Weather Climate and Society Pub Date : 2022-10-01 DOI:10.1175/wcas-d-21-0157.1
Keely Maxwell, Emily Eisenhauer, Allyza Lustig
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Abstract

Integration of the social sciences into climate assessments enhances report content and actionable science. The literature has identified the benefits and challenges in achieving coequal intellectual partnerships between the social and biogeophysical sciences in climate research. Less has been written on how to rectify the issue in the particular institutional context of a climate assessment. This article uses qualitative research methods to analyze social science integration in the United States' Fourth National Climate Assessment. It presents findings from focus groups held with social science-and nonsocial science-trained report authors. It finds that knowledge governance, or the formal and informal mechanisms shaping how information is produced and used, and cultural worldviews about the role of social sciences in assessments and assessments in society, affected social science integration. Report authors' principal orientation toward the social sciences was as a means of achieving what they saw as the assessment's public function, namely, to support education, decision-making, and action. Author expertise, report framing, and knowledge systems were other key themes that emerged. Based on this analysis, we propose potential pathways toward coequal intellectual partnerships in assessments by expanding the diversity of chapter teams' expertise, enhancing connections between authors and society, reconsidering report framing, and broadening inclusion of knowledge systems. We also discuss the potential role of applying social science theories and methods throughout the report life cycle from framing and engagement to evaluation.

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国家气候评估中社会科学的共同性。
将社会科学纳入气候评估可增强报告内容和可操作的科学。文献已经确定了在气候研究中实现社会科学和生物地球物理科学之间平等的知识伙伴关系的好处和挑战。关于如何在气候评估的特定体制背景下纠正这一问题,人们写得很少。本文采用定性研究方法,对美国第四次国家气候评估中的社会科学整合进行了分析。它介绍了由社会科学和非社会科学培训的报告作者组成的焦点小组的研究结果。研究发现,知识治理,或形成信息生产和使用方式的正式和非正式机制,以及关于社会科学在社会评估和评估中作用的文化世界观,影响了社会科学的整合。报告作者对社会科学的主要取向是作为实现他们所认为的评估公共职能的一种手段,即支持教育、决策和行动。作者专业知识、报告框架和知识体系是出现的其他关键主题。基于这一分析,我们提出了在评估中建立平等知识伙伴关系的潜在途径,方法是扩大章节团队专业知识的多样性,加强作者与社会之间的联系,重新考虑报告框架,并扩大知识系统的包容性。我们还讨论了在从框架、参与到评估的整个报告生命周期中应用社会科学理论和方法的潜在作用。
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来源期刊
Weather Climate and Society
Weather Climate and Society METEOROLOGY & ATMOSPHERIC SCIENCES-
CiteScore
3.40
自引率
13.60%
发文量
95
审稿时长
>12 weeks
期刊介绍: Weather, Climate, and Society (WCAS) publishes research that encompasses economics, policy analysis, political science, history, and institutional, social, and behavioral scholarship relating to weather and climate, including climate change. Contributions must include original social science research, evidence-based analysis, and relevance to the interactions of weather and climate with society.
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