Langston, James D., Sanders, Anna, Riggs, Rebecca A., Afiff, Suraya A., Astuti, Rini, Boedhihartono, Agni K., Chakori, Sabrina, Dwisatrio, Bimo, Griffin, Christina, Grigg, Nicola J., Kurniasih, Heni, Margules, Chris, McCarthy, John F., Mendham, Daniel S., Múnera-Roldán, Claudia, Harianson, Rut Dini Prasti, Sayer, Jeffrey A., Susilawati, Depi, van Noordwijk, Meine, and Whitten, Stuart M. (2025) Landscape transition science: relational praxis for continuous learning. Ecology and Society, 30 (4). 53.

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Abstract

We introduce landscape transition science as a new field that builds on integrated landscape approaches (ILAs) to address sustainability and justice through deliberative, place-based boundary work. Here, we critically examine ILAs, and identify key issues that limit the efficacy of ILAs in achieving sustainability and justice transformations. These issues include contestation, dominance of normative and western systems, and lack of critical reflexivity. We outline landscape transition science as an advancement to ILAs by emphasizing key elements of pluralism, relational praxis, and reflexive learning. Across each of these elements, landscape transition science encourages dialog between critically interpretive sciences and normative sciences to engage more explicitly with power, politics, values, and justice. In focusing on relational praxis for continuous learning in landscape transition science, we provoke some questioning about how to enable meaningful and just landscape transitions that hold complexity and change. We conclude with ways forward for developing institutional and individual capabilities for landscape transition science, emphasizing humility, patience, and relationality in improving the currently fraught science–policy–society–nature relationships. Landscape transition science responds to global calls for new transformative research and advancing concepts and practices that can inform ILAs seeking just transformations in landscapes.

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