Add to ORKGThrough a discussion of three pedagogical instances--based on classroom discourse, student writing, and program development--the authors examine education as an academic field, arguing that its disciplinary practices and perspectives invite interdisciplinarity and extra-disciplinarity to bridge from the academy to issues, problems, and strengths beyond it. Interdisciplinarity--understood as temporary “groundlessness”--emerges as a means to apprehend and respond to problems that in the context of past frustrations and failures may seem insurmountable; the willingness to not-know inspires new paradigms, experiences, and relationships. Extra-disciplinarity highlights the many chords running between academe and the rest of the world. Using this...
The articles for this issue of Perspectives in Education create space within the interception betwee...
This article speculates on the pedagogical consequences of deterritorializing disciplinary knowledge...
This article speculates on the pedagogical consequences of deterritorializing disciplinary knowledge...
Through a discussion of three pedagogical instances--based on classroom discourse, student writing, ...
Through a discussion of three pedagogical instances--based on classroom discourse, student writing, ...
In this article we attempt to complicate traditional--and, we argue, limited and exclusionary--defin...
In this article we attempt to complicate traditional--and, we argue, limited and exclusionary--defin...
In this article we attempt to complicate traditional--and, we argue, limited and exclusionary--defin...
In this article we attempt to complicate traditional--and, we argue, limited and exclusionary--defin...
This article elucidates some of the opportunities and challenges of interdisciplinary collaboration ...
This article elucidates some of the opportunities and challenges of interdisciplinary collaboration ...
This article explores the nature of education as a vital part of human knowledge. The argument that ...
This article explores the nature of education as a vital part of human knowledge. The argument that ...
This article explores the nature of education as a vital part of human knowledge. The argument that ...
This article speculates on the pedagogical consequences of deterritorializing disciplinary knowledge...
The articles for this issue of Perspectives in Education create space within the interception betwee...
This article speculates on the pedagogical consequences of deterritorializing disciplinary knowledge...
This article speculates on the pedagogical consequences of deterritorializing disciplinary knowledge...
Through a discussion of three pedagogical instances--based on classroom discourse, student writing, ...
Through a discussion of three pedagogical instances--based on classroom discourse, student writing, ...
In this article we attempt to complicate traditional--and, we argue, limited and exclusionary--defin...
In this article we attempt to complicate traditional--and, we argue, limited and exclusionary--defin...
In this article we attempt to complicate traditional--and, we argue, limited and exclusionary--defin...
In this article we attempt to complicate traditional--and, we argue, limited and exclusionary--defin...
This article elucidates some of the opportunities and challenges of interdisciplinary collaboration ...
This article elucidates some of the opportunities and challenges of interdisciplinary collaboration ...
This article explores the nature of education as a vital part of human knowledge. The argument that ...
This article explores the nature of education as a vital part of human knowledge. The argument that ...
This article explores the nature of education as a vital part of human knowledge. The argument that ...
This article speculates on the pedagogical consequences of deterritorializing disciplinary knowledge...
The articles for this issue of Perspectives in Education create space within the interception betwee...
This article speculates on the pedagogical consequences of deterritorializing disciplinary knowledge...
This article speculates on the pedagogical consequences of deterritorializing disciplinary knowledge...