Crossing Borders, Blending Perspectives: Trilateral Wadden Sea Explorations

The Wadden Sea Region represents many of the tensions and contradictions of contemporary society, e.g. climate change, tourism, and sustainable development, placed in sharp relief by the presence of the UNESCO Wadden Sea World Heritage. Crossing borders, blending perspectives is the first edited work to explore transboundary landscapes through multi- and transdisciplinary perspectives by researchers and students jointly moving across national borders. Listening to and engaging with diverse stakeholders, practitioners and decision-makers, 10 students and 10 researchers engaged in interactive learning whilst walking and biking a total of 600 km to explore and make sense of contradictions, interrelations and transformations in the past, present and future.
The book contains contributions from researchers, student experiences, and practitioners’ voices from the region that highlight contrasts, links, and interrelationships between society and ecology, cultural and natural heritage, teaching and learning. It charts a course for multiband transdisciplinary research and suggests advances in higher education.

In the Rudolf Agricola School for Sustainable Development of the University of Groningen scientists and lecturers from a broad spectrum of disciplines work together with societal organizations and citizens on the pathways to more sustainability.
The book series of the Rudolf Agricola School for Sustainable Development includes contributions in transdisciplinary sustainability science. Transdisciplinary sustainability science links different scientific disciplines and co-creates knowledge together with stakeholders and practitioners. The urgency and complexity of finding effective routes to sustainable development calls for explorative and innovative approaches in this field. Contributions in this book series bring sustainability science forward by combining work from academics, stakeholders, practitioners, and community members as well as exploring novel routes to generating such participatory knowledge.’