Rethinking inter- and transdisciplinarity: Undisciplined knowledge and the emergence of a new thought style

Darbellay, Frédéric

doi:10.1016/j.futures.2014.10.009

Cited by 114 publications

(99 citation statements)

References 16 publications

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“…It has required supportive institutional frameworks (Darbellay 2015), including from funders, and CoDE has undoubtedly benefited from a U.K. funding environment which (unlike elsewhere) has promoted interdisciplinarity and knowledge exchange in recent years (Lyall, Meagher, and Bruce 2015). The process has also taken considerable time: CoDE has been running for four years at the time of writing, was two years or more in development prior to funding, and the development of interdisciplinarity is ongoing.…”

Section: What Has Been Learnt About Interdisciplinarity and What Arementioning

confidence: 99%

Opportunities and challenges doing interdisciplinary research: what can we learn from studies of ethnicity, inequality and place?

Finney

Clark

Nazroo

2018

Journal of Ethnic and Migration Studies

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This Special Issue Introduction critically reflects on the interdisciplinary working project on ethnicity, inequality and place undertaken by the ESRC Centre on Dynamics of Ethnicity. We argue that CoDE is uniquely placed to undertake this interdisciplinary work and discuss the extent to which the project pushed thinking beyond that of our disciplinary homes to provide innovative insights into the significance of place for understanding ethnic inequalities and identities. From the six papers in the Special Issue, this Introduction identifies four crosscutting themes on ethnicity and place: processes of exclusion, the importance of temporal context and change, tensions of scale in the way ethnicity and place together shape experiences and inequalities, and the conceptualisation of ethnicity as dynamic, multi-faceted and socially constructed. We argue that the project has succeeded in terms of cross fertilisation of ideas, challenging ontological and epistemological divisions, and facilitating interdisciplinary learning, adaptation and appreciation. We also identify difficulties that were experienced. We suggest that interdisciplinary ideas flourish in an environment where they can fail and conflict, but where failure and conflict does not disrupt the underlying momentum of the work. We conclude in favour of interdisciplinary, democratic and co-produced research as a tool for social change.

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Section: What Has Been Learnt About Interdisciplinarity and What Arementioning

confidence: 99%

Opportunities and challenges doing interdisciplinary research: what can we learn from studies of ethnicity, inequality and place?

Finney

Clark

Nazroo

2018

Journal of Ethnic and Migration Studies

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“…Si bien ha habido un largo derrotero de literatura científica dedicada a reflexionar sobre diversos ángulos de la especificidad del fenómeno de la interdisciplina y la transdisciplina (DARBELLAY, 2015; CAETANO, 2015), cabe preguntarse si ello ha derivado en una fundamentación más sustantiva de este tipo de prácticas científicas en el ámbito patrimonial. Lo que parece suceder es que resta aún una reflexión que integre el contexto de producción del conocimiento transdisciplinario con las características propias de nuestros países y contextos.…”

Section: Primer Nivel De La Práctica Educativaunclassified

Las Redes De Práctica Como Espacios Educativos Integrales: La Red Trama3

Vienni

Barreiro

Gianotti

2017

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La red TRAMA3 (Trabajo en Red para la Acción Multivocal en Arqueología, Antropología y Ambiente), financiada por el área de Ciencia y Sociedad del programa CYTED para el período 2013-2016, busca contribuir a la generación de una respuesta a los retos que se le plantean a la arqueología y la antropología, pero también a otras disciplinas (como las ambientales) que tienen al patrimonio como eje y campo transdisciplinario de acción e investigación. La red se concibe como un espacio común para cotejar, intercambiar y ampliar experiencias, una red orientada tanto a la teoría, reflexionando sobre las condiciones de producción y emergencia de los procesos de patrimonialización y su dialéctica como fenómeno social, como a la práctica, fomentando las comunidades de aprendizaje-enseñanza y la generación de valores y actitudes positivas y de transformación en torno al patrimonio, tanto natural como cultural (BARREIRO Y GIANOTTI, 2014).TRAMA3 está formada por ocho socios científicos de diferentes países así como por una comunidad de usuarios. Cada uno de los socios aporta su experiencia y su contribución en torno a un espacio concreto en el que se desarrolla su actividad científica que denominamos sitios laboratorio. La red está coordinada desde el Laboratorio de Arqueología del Paisaje y Patrimonio (LAPPU), dirigido por Camila Gianotti y alojado en la Facultad de Humanidades y Ciencias de la Educación con una unidad asociada en el Centro Universitario de la Región Este (Universidad de la República), de Uruguay.Entre los objetivos de la Red TRAMA3 se plantea integrar la discusión/reflexión sobre experiencias y valores asociados al patrimonio dentro del ámbito educativo, formativo y de gestión, (*) Bianca Vienni. Doutora em Gestión y Conservación del Patrimonio, Universidad de Granada. Investigadora na específicos (los protocolos y las aplicaciones) responden al objetivo sustantivo de co-crear dispositivos educativos para y con el patrimonio.El presente artículo detalla las acciones llevadas a cabo en los dos niveles mencionados y analiza los resultados obtenidos hasta el momento en el entendido que este proceso educativo se formaliza considerando al patrimonio como un campo transdisciplinario. Se inicia presentando la red y sus socios así como las principales actividades que ha llevado a cabo. Seguidamente, se ejemplifican los dos niveles de este ámbito educativo integral. Para finalizar, presentamos algunas líneas que pueden considerarse como los resultados de ese espacio educativo y que ponderan el valor intrínseco del patrimonio como campo transdisciplinario de acción e investigación. LA RED TRAMA3La red TRAMA3 (Trabajo en Red para la Acción Multivocal en Arqueología, Antropología y Ambiente), financiada por el área de Ciencia y Sociedad del programa CYTED para el período 2013-2016, pretende contribuir a la generación de una respuesta a los retos que se le plantean a la arqueología, la antropología y a otras disciplinas, entre ellas las ambientales, que tienen al patrimonio como eje y campo transdisciplinario de acción e...

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“…The field of inclusive education seems to be a good candidate for interdisciplinary or transdisciplinary approaches to research and practice, and it is encouraging and exciting to imagine that such work in the field of inclusive education too could lead to new forms of research and new ways of thinking (Darbellay, 2014). Klein (2014) remarks on the overlapping discourses of transdisciplinarity, from its emergence in the 1970s, with a concern for 'imaging futures' in the human, social, technical and natural sciences.…”

Section: Conclusion: Inclusive Education Dialogue and Psychologymentioning

confidence: 99%

Including Psychology in Inclusive Pedagogy: Enriching the Dialogue?

Kershner¹

2016

IJEP

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Inclusive education is a complex field of study and practice that requires good communication and dialogue between all involved. Psychology has to some extent been marginalised in these educational dialogues. This is, in part, due to psychology’s perceived heritage in the standardised testing that has been used to support the educational segregation of certain individuals and groups of students. Some have also expressed fundamental doubts about the prospects of investigating human experience and education through ‘scientific’ method in psychology. In this paper I discuss the relationship between inclusive education, dialogue and psychology, with a focus on the dialogic aspects of inclusive classroom pedagogy. I analyse how a group of eight early career primary (elementary) school teachers in England talk about inclusive pedagogy at the start their involvement in a one-year research project on this topic. Their conversation suggests the strong presence of psychological thinking, alongside the teachers’ other references to classroom practice, children’s rights and social identities. Conclusions are drawn about the need to include the heterogeneous field of psychology in the continuing dialogues of inclusive education, while also considering new forms of psychology for inclusive education.

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Rethinking inter- and transdisciplinarity: Undisciplined knowledge and the emergence of a new thought style

Cited by 114 publications

References 16 publications

Opportunities and challenges doing interdisciplinary research: what can we learn from studies of ethnicity, inequality and place?

Opportunities and challenges doing interdisciplinary research: what can we learn from studies of ethnicity, inequality and place?

Las Redes De Práctica Como Espacios Educativos Integrales: La Red Trama3

Including Psychology in Inclusive Pedagogy: Enriching the Dialogue?

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