There is growing concern that conventional knowledge production insufficiently addresses the complexity of sustainability challenges. Participatory research collaborations between academic actors and non-academic actors, that is, transdisciplinary co-production, are increasingly
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There is growing concern that conventional knowledge production insufficiently addresses the complexity of sustainability challenges. Participatory research collaborations between academic actors and non-academic actors, that is, transdisciplinary co-production, are increasingly used to overcome the limits of dominant scientific methods and enhance societal impact. This thesis aims to better understand how power is enacted and experienced in an international transdisciplinary co-production project on food system transformation: FOSTER. It explores power dynamics across context, actor roles and relations, ideas of valid knowledge, collaboration experiences, and project outcomes. Data was collected through participatory observations at the FOSTER summer school and fifteen semi-structured interviews with consortium members in May and June 2025. The findings show that power relations are present, but are layered, nuanced, and varied, and constructed from assumptions, opinions, and institutional structures in FOSTER and its context. Within the project boundaries, consortium members have different degrees of agency to achieve goals, shaped by project requirements and budget allocation set largely by the funding body. Thus, institutional structures can influence which power dynamics are present and how they are expressed. Despite some positive experiences in internal collaborations, the wider project collaboration was marked by uneven academic-practitioner relations. In FOSTER, these power dynamics often left practitioners feeling like research objects rather than knowledge co-producers. Such relations were sustained through dominant ideas about what valid knowledge is and how research should be performed. Therefore, consortium members seem to accept roles that reinforce power differentials. This contributed to group dynamics in which collective action and learning were limited. Ultimately, people perceive the project outcomes as less co-produced and transformative than intended. The findings suggest that changing power relations requires reflexive skills, enabling people to reflect on positions and paradigms influencing collaborations. Future TD collaborations and participatory action research should provide time, space, and flexibility to cultivate such reflexivity, supporting more equitable, transformative TD co-production.