Moving from Interdisciplinary Research to Transdisciplinary Educational Ethics: Bridging Epistemological Differences in Researching Higher Education Internationalization(s)

Autor/inn/en	Khoo, Su-Ming; Haapakoski, Jani; Hellstén, Meeri; Malone, Joanne
Titel	Moving from Interdisciplinary Research to Transdisciplinary Educational Ethics: Bridging Epistemological Differences in Researching Higher Education Internationalization(s)
Quelle	In: European Educational Research Journal, 18 (2019) 2, S.181-199 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904118781223
Schlagwörter	Interdisciplinary Approach; Ethics; Educational Research; Higher Education; Global Approach; Epistemology; Social Justice; Research Methodology; Cooperation; Differences; Nonformal Education; Research Projects + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Ethik; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Globales Denken; Erkenntnistheorie; Soziale Gerechtigkeit; Research method; Forschungsmethode; Co-operation; Kooperation; Unterscheiden; Non-formal education; Non formal education; Nichtformale Bildung; Forschungsvorhaben
Abstract	This article begins with the proposition that inter- and transdisciplinarity offer an important methodological grounding for collaborative HE research addressing complex agendas such as HE internationalization. Internationalization acts as a figure for the 'troubled' nature of higher education; hence we begin with the larger problem, discussing the current crises of disciplinary knowledge as the background question. We set out a framework for understanding and conceptualizing inter- and transdisciplinarity as a meta-theoretical approach that problematizes reductive and disciplinary approaches, in favour of research and analytical strategies which can work with, and across, differences. To work further through and operationalize different possibilities offered by inter-and transdisciplinary approaches to HE internationalizations, we discuss the use of tools such as social cartography to do 'bridging work' across different disciplinary and theoretical backgrounds and contexts. A non-formal practitioner-collaborator project is discussed to highlight emergent dimensions of collaboration that might otherwise be overlooked. Inter- and transdisciplinarity are not pre-specified specialized 'methods' but, rather, are orientations that may take reductive, convergent, divergent or emergent pathways. Inter- and transdisciplinarity can perhaps be best treated as a problematizing and open-ended methodological approach that foregrounds plurality and contestation, orienting research frameworks towards inclusiveness, tensions, unpredictability and complexity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01