Old Symbols for New Journeys: Re-Imagining Transdisciplinary Collaboration for Learning and Transformative Practice in Education

2019 ◽  
Vol 17 (1) ◽  
pp. 141-158
Author(s):  
Merna Meyer ◽  
Robert Balfour
2021 ◽  
pp. 003802292097030
Author(s):  
Dev Nath Pathak

Following Alwin Gouldner (1971), it is pertinent to perpetually ask a seemingly all-time relevant question. And the question is, what do sociologists do? In the manner of doing sociology of sociology, and by a polemical resurrection of fragments from the dominant practices of sociologists, this essay brings forth general understanding about the idea of research-writing in contemporary India. It underlines the anomalies in the practice of research-writing, connected with the teaching and training programmes, in a self-referential perspective. The essay substantiates the polemics with analytical reasoning, in order to reveal as to what could be reasons behind this state of sociological research-writings.


2020 ◽  
Vol 16 (4) ◽  
pp. 494-507
Author(s):  
Vanessa Vargas‐Nguyen ◽  
R Heath Kelsey ◽  
Harald Jordahl ◽  
William Nuttle ◽  
Charles Somerville ◽  
...  

2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Helena Oosthuizen ◽  
Daleen Klop ◽  
Monique Visser

Speech-language therapists (SLTs) in South Africa are increasingly considering alternative models of service delivery to children at risk for language and literacy development delays. A transprofessional model of collaboration allows SLTs and teachers to share responsibility for primary prevention of literacy difficulties. Previous research has identified several challenges with regard to effective collaboration between qualified professionals, indicating that specific opportunities need to be created for professionals to ‘cross over disciplinary lines’ to gain more insight into a profession other than their own. Student training presents a valuable opportunity for role-exchange between pre-professional SLTs and teachers. The article describes the experiences of teachers, undergraduate SLT students and tutors with regard to transdisciplinary collaboration in the foundation-phase classroom, according to the ‘embedded-explicit’ model. The authors argue that a more in-depth understanding of the different role-players’ perceptions of transdisciplinary collaboration will contribute to enhanced collaboration between SLTs and teachers.


Author(s):  
Matthew Martinez

This Open Space article poetically explores the potential of writing as a transformative practice. The interweaving of analytical and creative registers generates an intertextuality that is influenced by Hélène Cixous’s concept of ‘écriture féminine’. This practice is taken as a methodology and contributes to the article through providing examples of the ways in which different forms of writing are capable of pushing boundaries and, in due course, effecting change. In light of the profound impact of the COVID-19 pandemic, I attempt to illustrate how writing across and through genres and disciplinary boundaries might offer hopeful alternative ways of thinking and being.


2021 ◽  
Author(s):  
Robert Home ◽  
Nicole Bauer

Abstract Academics and city administrations generally agree that environmental management decisions should be science based, which suggests the value of collaboration between city officials and researchers. Such collaboration, termed “ecology with cities”, is an example of translational ecology that should integrate ecological and social sciences to inform decision-makers. However, there has been insufficient reflection on whether ecology with cities achieves the expected development of practical social-ecological knowledge for the common good. We addressed this gap by asking city officials and researchers, in Switzerland and with whom we have collaborated in the past, about their motivations for, and experiences with, transdisciplinary collaboration. The respondents reported largely overlapping goals and an awareness of the mutual benefits of accessing the skills and resources of the other group. However, the reflections also unearthed latent tensions related to insufficient mutual awareness of institutional boundaries and limitations. We conclude that researchers should try to include collaboration partners who have experience in translational ecology practice and should establish learning processes early in a collaboration. Building good working relationships with city administrations and establishing such processes would facilitate the creation of realistic mutual expectations in which institutional limitations are considered so that common goals of maintaining or improving the ecological quality of cities can be amicably reached.


2010 ◽  
Vol 10 (3) ◽  
Author(s):  
Anne-Lise Holmesland ◽  
Jaakko Seikkula ◽  
Øystein Nilsen ◽  
Mark Hopfenbeck ◽  
Tom Erik Arnkil

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