Abstract
This article reflects on the author’s experience in leading an interdisciplinary seminar that draws together doctoral students who are preparing for careers in educational research in diverse departments across a large School of Education. The article details the work of the seminar and changes in its design as the faculty gained experience. The seminar presents a common underlying structure in a broad range of social scientific educational research, while also exploring very different tacit assumptions brought to that model by different research traditions. The author explores the faculty’s intentions, the students’ responses, and pedagogical lessons about education for interdisciplinary fluency that may be drawn from three years of experience with the seminar.
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