Transdisciplinary teaching and research: what is possible in higher education?

Abstract

Framed in Michele Foucault's theories of discipline and technologies of the self, this paper explores the possibilities for teaching and researching across disciplinary boundaries within the academy. In Foucault's studies of systems of thought, he conceptualized practices Á like sexuality Á to be instances of what is possible to be, think, and do within a historical moment. In the ethnographic study reported on in this paper, we examined perceptions and practices of discipline-based academics seeking to work across traditional scholarly boundaries as instances of what was possible to be, think, and do in transdisciplinary teaching and research in higher education. Connecting transdisciplinary knowledge production with possibilities for critically engaging with sustainability as a social movement and imperative, we identify questions about and the promise of higher education as a place where this work can be done.

Inspiration From the Classroom: A Mixed Method Case Study of Interdisciplinary Sustainability Learning in Higher Education

“…There is an impressive literature exploring issues and approaches relevant to interdisciplinary EfS teaching practice that highlight the complexities for academics of working with multiple interpretations and disciplinary knowledges, as well as the institutional constraints (Beilin & Bender, 2010;McClam & Flores-Scott, 2012;Mansilla, 2010;Moore et al, 2005). Despite this interest, reviews of EfS in the higher education sector provide few well-researched examples of interdisciplinary approaches that contribute to understanding teaching practice or other support for student learning.…”

The Performative Arts and Pedagogy Project – Towards the Development of an International Glossary

“…name' and unify the field have largely proven ineffectual, perhaps it is time to acknowledge the strength and richness of practice which arises from the convergence of drama and theatre as transdisciplinary practices when used in education (McClam & Flores-Scott, 2012), and indeed in other 'worlds' (Poulter, 2018), and recognise the core activity in the family of drama and theatre education with which the majority in this study identify.…”

The role of multidisciplinarity in developing teachers’ professional digital competence

“…Multidisciplinarity, interdisciplinarity and transdisciplinarity can be confused as interchangeable terms (McClam & Flores-Scott, 2012), but the literature distinguishes the meanings of the terms, which differ within disciplines. Rowland (2006) stated that multidisciplinary approaches involve discipline experts contributing expertise and working together on problems in pursuit of individual goals, whereas interdisciplinary strategies involve experts providing input to address problems together in pursuit of a common goal.…”