For interdisciplinarity<i>and</i>a disciplined, professional sociology

O’Reilly, Karen

doi:10.1080/13511610903075761

Cited by 8 publications

(7 citation statements)

References 31 publications

(30 reference statements)

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“…Second, and very significantly for a Sociological Review monograph of this nature, is the problem of where precisely this leaves sociology as a disciplinary practice, project or pursuit. Views of course, as reflected in the monograph, will differ on this critical question, with some calling for or defending the need for a ‘disciplined’ sociological engagement of some kind (see also O'Reilly, ) and others, as previously noted, questioning the very ‘regime’ of the ‘inter [disciplinarity]’ as itself a part of the problem (as in Fitzgerald and Callard, ). Debates of this kind are likely to intensify in coming decades, as another vital strand of more general millennial musing on the state and future of the discipline, is surely beyond dispute.…”

Section: Remaining Conundrums and Future Directionsmentioning

confidence: 99%

The biosocial: sociological themes and issues

Meloni¹,

Williams²,

Martín³

2016

The Sociological Review Monographs

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Section: Remaining Conundrums and Future Directionsmentioning

confidence: 99%

The biosocial: sociological themes and issues

Meloni¹,

Williams²,

Martín³

2016

The Sociological Review Monographs

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“…Alternatively, calls for interdisciplinarity may reflect wider trends in academia. Undergirded by logics of innovation, accountability and governance (Garforth and Kerr, 2011; O’Reilly, 2009), academics are ‘currently subject to … relentless encouragement to be interdisciplinary’ (Cooper, 2013: 79). Interdisciplinary research is heralded as less reductionist and more ‘democratic’ (Cooper, 2013: 78), commanding ‘a high priority for … research funding’ (Garforth and Kerr, 2011: 657) and reflecting wider neoliberal discourses.…”

Section: Resultsmentioning

confidence: 99%

“… 5. Or continue. O’Reilly (2009: 221) argues that SoE has already ‘embraced links to biology and psychology’. Several included articles show emerging interdisciplinarity (Smith-Lovin and Winkielman, 2010).…”

mentioning

confidence: 99%

The sociology of emotions: A meta-reflexive review of a theoretical tradition in flux

Olson

McKenzie

Patulny

2017

Journal of Sociology

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Based in a novel 'meta-reflexive' review of sociology of emotions (SoE) articles, we suggest that there are two primary SoE theoretical traditions that function within geographic silos: the USA is distinctly social psychological, while in the UK and Australia, SoE is more aligned with the humanities. In both traditions, parallel calls are emerging for interdisciplinarity and further engagement with physiological and pre-personal elements of emotion. Based in Archer's and Bourdieu's concepts of reflexivity, we assert the merits of reflexively examining SoE, and then identify key changes in SoE that have emerged across time and geography. Using Kuhn's work on paradigm shifts, we conclude that SoE is entering a stage of growth and change, and raise important questions about the subdiscipline's future direction.

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“…Disciplines, it has been argued, produce persisting identities (Liberati et al 2016;Panofsky 2011); interdisciplinarity, particularly when enacted in the short-term, may produce unsustainable identities (Barrett 2012;O'Reilly 2009). Floyd and Morrison (2014) warn that introducing IPE before students solidify their professional identities can blur professional boundaries, and, by extension, blur identities.…”

Section: Discussionmentioning

confidence: 99%

Examining Interprofessional Education Through the Lens of Interdisciplinarity: Power, Knowledge and New Ontological Subjects

Olson

Brosnan

2017

Minerva

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Interprofessional education (IPE) -students of different professions learning together, from and about each other -is increasingly common in health professional degrees. Despite its explicit aims of transforming identities, practices and relationships within/across health professions, IPE remains under-theorised sociologically, with most IPE scholarship focussed on evaluating specific interventions. In particular, the significance of a shared knowledge base for shaping professional power and subjectivity in IPE has been overlooked. In this paper we begin to develop a framework for theorising IPE in allied health, by drawing parallels with a cognate area in which there has already been fruitful conceptual development: interdisciplinarity. Specifically, we offer a worked example of how the two areas may be brought into dialogue, by deploying Barry, Born and Weszkalnys' (2008) conceptualisation of interdisciplinarity as a lens for understanding IPE. Following Barry et al. (2008) we delineate a number of 'modes' and 'logics' of knowledge-production that emerge both in IPE literature and in our own empirical study of IPE. Our empirical data are drawn from 32 semi-structured interviews with 19 allied health students participating in an IPE curriculum at one Australian university. Findings point to the emergence of interprofessional practitioner identities among students that have the potential to undermine traditional epistemological boundaries and transcend role-based distinctions in future health profession(al)s. We argue that Barry et al.'s 'logic of ontology' sheds light on previously unidentified processes of transformation within IPE, and offers a theoretical framework that can explain the importance of a shared pan-professional knowledge base for the reflexive individual construction of new interprofessional ontological subjects.

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For interdisciplinarityanda disciplined, professional sociology

Cited by 8 publications

References 31 publications

The biosocial: sociological themes and issues

The biosocial: sociological themes and issues

The sociology of emotions: A meta-reflexive review of a theoretical tradition in flux

Examining Interprofessional Education Through the Lens of Interdisciplinarity: Power, Knowledge and New Ontological Subjects

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