Disciplinary Boundaries Research Articles

Disciplinary Expertise and Faculty Credentialing in Leadership Studies: Advancing a Necessary Conversation

The disciplinary backgrounds of leadership studies educators have considerable influence on the future of the field; however, disciplinary expertise and credentialing have yet to be examined thoroughly in the literature. Decisions pertaining to the preparation and credentialing of leadership educators, particularly among faculty, are a necessary supplement to existing discourse on the standardization of academic programs and the aim and scope of scholarship privileged within the field. While disciplinary boundaries are permeable and fluid, the organizational boundaries defined within institutions based on disciplinary affiliation impose specific expectations and limitations that may artificially constrain interdisciplinary pursuits, including those within leadership studies. The current article presents a conceptualization of how disciplinary expertise and faculty credentialing may shape the future of leadership studies. It is recommended that leadership studies faculty cultivate program‐level consensus, demonstrate the integrity of leadership studies curricula, enhance interdisciplinary legitimacy through boundary spanning, determine the future trajectory of leadership studies, and set the course accordingly.

Le sostanze sottili dell’abitare: Coreografie del divenire tra prospettive femministe e temporalità queer


 
 
 In the following text, I will try to articulate a thought on inhabiting from bodily practices. What I am interested in is demonstrating how a certain feminist thought in architecture in contact with performativity studies that are inextricably intertwined with questions of the production of gender and space, in nurturing each other, inaugurate a field of inquiry into the multiple modes of dwelling and their making. To do so, I will briefly traverse the trajectories of feminist thought and practice in architecture, focusing primarily on the European space and then moving geographically across the Atlantic to the epistemological openings that queer theories and practices have made on the theme of the relationship between bodies, architectures, and objects to the Caribbean. This shift will take us beyond the building, not only into urban space but especially into the dimension of the ecosystem in which Cecilia Bengolea’s choreographic works are grafted, which I will get to at the end. The material mobilized here starts from the thought produced by figures formed within the architectural sphere and in neighboring fields, but which has operated a movement of convergence with additional practices and theories from other experiences, such as performance art, feminism, and activism, bypassing disciplinary boundaries.
 
 

Race, Medieval Studies, and Disciplinary Boundaries

Abstract Debates in medieval studies about race and the global Middle Ages parallel past debates in comparative literature. Both comparative literature and medieval studies struggle with their Eurocentric origins while simultaneously trying to negotiate a non-Eurocentric approach to their respective disciplinary boundaries. While trying to globalize medieval studies, medievalists have remained in disciplinary silos, especially in regard to a transnational and transtemporal understanding of race. This article's author argues that a comparative approach to periodization, rather than holding onto a concept of the “medieval,” is a more productive way to understand premodern race.

Curriculum-as-Assemblage: Transgressive (Re)Imaginings in English and Literacies

In the midst of multiple ongoing local and global crises, and persistently polarizing discourses about what should and should not be taught in classrooms and schools, we can draw inspiration and hope from thinking across boundaries to reimagine curriculum in English and literacies education. While curriculum has historically contributed to the gatekeeping and sorting of youth as well as perpetuating the status quo, it has also been transformative, expanding possibilities in how we think and express ourselves. In this essay, I examine how English language arts curricula have been and are currently defined, invoked, or imagined, highlighting how innovative research and practice across multiple sociopolitical and disciplinary boundaries can transform how curriculum is enacted and experienced. Drawing from assemblage theories, I present a curriculum-as-assemblage stance that renders visible the interrelatedness of such social, political, and socioeconomic discourses with the knowledges, identities, and literacies that are constructed and negotiated in the broader context of schooling. To illustrate what such a conceptualization can offer, I describe a practice approach to thinking about curriculum as it is enacted, experienced, and rhizomatically connected to the multiple identities and narratives of students and teachers. I argue that an interdisciplinary and transgressive stance toward English and literacies education can foster creative, inclusive, expansive, humanizing, justice-oriented, and joyful thinking forward about our field.

Developing Interdisciplinary Understanding to Span Disciplinary and Organizational Boundaries

Developing Interdisciplinary Understanding to Span Disciplinary and Organizational Boundaries

Eğitim Alanında Yapılan Kavram Yanılgılarına Yönelik Bilimsel Araştırmaların Bibliyometrik Analizi

The purpose of this study is to perform a bibliometric analysis of articles on misconception in the education research category of the Web of Science (WoS) database. Bibliometric analyses are carried out to identify conceptual developments in a subject area, trends of researchers over time, themes researched, changes in the boundaries of disciplines, and the most productive academics, institutions, or countries and to present the “big picture”. This study used the descriptive survey model. In line with the purpose of the study, the keywords “misconception” and “misconceptions” were searched in “topic” in the WoS database using the “OR” option. As a result of the survey carried out on 12.01.2023, 3,545 articles were accessed. The obtained data were analyzed using the “bibliometrix” package in the RStudio programming language, included in the open-source R program. Journal of Chemical Education (f=310) was found to be the journal publishing the most articles on misconception in the WoS database, and the academics with the most studies were determined to be Bretz S. L., Treagust D. F., and Geban, O. The authors whose studies on misconception have the highest h-index values are Bretz S. L., Treagust D. F., and Sanger M. J. The first three countries producing the most articles on misconception are the USA, Turkey, and the United Kingdom, and the researchers who have the most international collaborations with researchers from different countries are also from the USA (83 articles). The most used keywords are “misconception/misconceptions”, “conceptual change”, and “science education”. This study is anticipated to present a comprehensive and detailed projection for academics who plan to conduct research in the subject area of misconception. In addition to different studies may be designed focusing on other dimensions of concept teaching.

Transience as a design challenge: Italian radical narratives about the role of design processes in/for the incorporeal transformations of cities (1969-1974)

The capacity of design culture to interpret changes and mediate different fields of research and action by integrating material, immaterial values and experiences, is becoming increasingly relevant, considering the deep transformations generated by the contemporary crisis, wars and migrations. The concept of transience therefore appears to be the only condition and dimension we can design, influence, shape, test, experiment and consume, but also use to narrate the not-linear relationship between design ‒ as a culture of doing, producing, mediating, building relations, anticipating – and the transformations in cities and societies.
 This paper therefore intends to propose a transverse and inclusive interpretation of transience mediated by design, examining narratives of design-centred approaches in Italy, considering performative and temporary expressions as designed artefacts, with an influence on the development of urban spaces, and where spontaneous initiatives have been expression of latent processes of creativity and culture. The period under examination primarily covers the decades of 1960s and 1970s, a period in which the search for overlapping between disciplinary boundaries, the aggression of the overall vision of the project ‒ which proposes a circularity between scales ‒ and the climate of protest with movements and activism, brought with them the need for change. Moreover, the relationship between design, crisis and sustainability was a transversal theme that led design cultures to weave collaboration with different forms of knowledge and to explore transverse processes and methods.
 The design discourse around sustainability continues to be fueled by new instances of triple transition pervading the European landscape, in a process of continuous refinement of methods and practices that introduces new tools, with an eye to digital and new technologies, cross-fertilised by a variety of disciplines, because the forces conditioning change in contemporary and future societies are many and sometimes unexpected.

Envisioning the future of virtual production in filmmaking: A remote co-design study

AbstractVirtual Production is a new process in the audiovisual industry, taking advantage of emerging technologies and attracting a significant degree of interest in academic and industrial research. This article documents a research process focusing on co-design of innovative solutions for Virtual Production relying on immersive technologies. Two remote collaborative workshops were organized involving audiovisual professionals covering different roles in different phases of the making process of audiovisual production. A range of innovative design concepts was generated as part of the research following group-based iterative discussion and evaluation. The study has contributed a set of innovative design solutions in relation to applications of immersive technologies in the audiovisual industry. The authors argue that the methods adopted have the potential to serve as a blueprint for design and implementation of future remote collaborative co-design processes in relation to audiovisual studies and, more generally, across disciplinary boundaries.

Methods for measuring social and conceptual dimensions of convergence science

Abstract Convergence science is an intrepid form of interdisciplinarity defined by the US National Research Council as ‘the coming together of insights and approaches from originally distinct fields’ to strategically address grand challenges. Despite its increasing relevance to science policy and institutional design, there is still no practical framework for measuring convergence. We address this gap by developing a measure of disciplinary distance based upon disciplinary boundaries delineated by hierarchical ontologies. We apply this approach using two widely used ontologies—the Classification of Instructional Programs and the Medical Subject Headings—each comprised of thousands of entities that facilitate classifying two distinct research dimensions, respectively. The social dimension codifies the disciplinary pedigree of individual scholars, connoting core expertise associated with traditional modes of mono-disciplinary graduate education. The conceptual dimension codifies the knowledge, methods, and equipment fundamental to a given target problem, which together may exceed the researchers’ core expertise. Considered in tandem, this decomposition facilitates measuring social-conceptual alignment and optimizing team assembly around domain-spanning problems—a key aspect that eludes other approaches. We demonstrate the utility of this framework in a case study of the human brain science (HBS) ecosystem, a relevant convergence nexus that highlights several practical considerations for designing, evaluating, institutionalizing, and accelerating convergence. Econometric analysis of 655,386 publications derived from 9,121 distinct HBS scholars reveals a 11.4% article-level citation premium attributable to research featuring full topical convergence, and an additional 2.7% citation premium if the social (disciplinary) configuration of scholars is maximally aligned with the conceptual (topical) configuration of the research.

Examine an Intelligence Education Framework of Landscape Architecture (EFLA) Based on Network Model of Technology in Landscape Architecture (NMTLA)

The discipline of Landscape Architecture (LA) is currently expanding its disciplinary boundary. The supporting Technology in LA (TLA) is always evolving and optimized to solve environmental problems. Considering the uncertain classification of the current LA knowledge for education and the importance of technology in LA education, a refined education framework of LA is needed. This research first established a Network Model of Technology in LA (NMTLA) using Network Analysis (NA) and expert interviews. Then, this research proposed an Education Framework of LA (EFLA) based on the NMTLA. To build the NMTLA, this research identified 23 key categories of TLA through content analysis of secondary research. Then, the expert interview and network theory were used to analyze and visualize the relationships among the categories. By examining the degree centrality, closeness centrality, and betweenness centrality of different TLA, this study developed an EFLA which summarizes the twenty-three categories of TLA into four domains: core techniques, applied technologies, integrated technologies, and specific technologies. This study also proposes a series of suggestions for how to apply different categories of TLA in today’s and future LA education. The proposed NMTLA and EFLA in this research can contribute to the development of future LA higher education. They also can potentially address the Sustainable Development Goals (SDGs) in LA education and industry. However, the scope of this study is currently limited to LA education in the USA, which could be expanded to include a worldwide perspective in future research. To enhance the validity of the conclusions, a larger sample size for interviews should be employed in further studies.

Using ecological theory to manage behaviour and symptoms in people living with dementia: a transdisciplinary approach to design

ABSTRACT Perception is a primary role of cognition, and perception itself changes with dementia. Behaviour changes also, because people respond to what they percieve. A transdisciplinary. approachmethod of transgressing disciplinary boundaries to integrate understandings from the sciences, medicine, the caring professions, the arts, indigenous perspectives and the perspectives of the people living with dementia (PLWD) themselves. A key is found in the ecological theories of perception, which in themselves fill an uncertain space between the disciplines. The theories promise to mitigate the symptomatology of dementia, problematic behaviour and improve the sense of wellbeing for PLWD passively and non-invasively, if only carers of PLWD were to use them.

The hybrid bio-robotic swarm as a powerful tool for collective motion research: a perspective.

Swarming or collective motion is ubiquitous in natural systems, and instrumental in many technological applications. Accordingly, research interest in this phenomenon is crossing discipline boundaries. A common major question is that of the intricate interactions between the individual, the group, and the environment. There are, however, major gaps in our understanding of swarming systems, very often due to the theoretical difficulty of relating embodied properties to the physical agents-individual animals or robots. Recently, there has been much progress in exploiting the complementary nature of the two disciplines: biology and robotics. This, unfortunately, is still uncommon in swarm research. Specifically, there are very few examples of joint research programs that investigate multiple biological and synthetic agents concomitantly. Here we present a novel research tool, enabling a unique, tightly integrated, bio-inspired, and robot-assisted study of major questions in swarm collective motion. Utilizing a quintessential model of collective behavior-locust nymphs and our recently developed Nymbots (locust-inspired robots)-we focus on fundamental questions and gaps in the scientific understanding of swarms, providing novel interdisciplinary insights and sharing ideas disciplines. The Nymbot-Locust bio-hybrid swarm enables the investigation of biology hypotheses that would be otherwise difficult, or even impossible to test, and to discover technological insights that might otherwise remain hidden from view.

Current scenario of climate change and its impact on plant diseases

The change in global climate is because of expanding convergence of greenhouse gases (GHG) in the environment. Climate changes observed on Earth in recent years are mostly the result of various human activities. The global temperature has risen by around 0.8 °C over the past hundred years and is expected to ascend by between 0.9 and 3.5 °C by 2100. Climate change does not only affect the holistic crop growth but also influence the spread, multiplication, incidence and severity of many phytopathogenic agents. These effects will be seen not only on the other elements of the agroecosystem but also on plants and other organisms. Climate change involving rise in temperature and CO2 level in the atmosphere, and other weather events such as drought and flooding, all affects the host plant resistance to pathogens. Climate change has the potential to alter host-pathogen interactions and ultimately pose great impact on development of disease epidemics. However, determining these effects is difficult, so experts from various fields must look beyond their own disciplinary boundaries and put the effects of climate change in a larger context. Various plant disease models have been created to integrate modern climate forecasts at different levels. According to climate change scenario, there is great need to modify the methods of disease management in terms of their geographic and temporal distribution. This review uses appropriate examples to demonstrate the many implications that climate change has on plant diseases and their repercussions.

Crossing linguistic and disciplinary boundaries? Linguistic practices in STEM/S.T.E.M. classrooms, or how a multilingual habit does not make a multilingual monk

ABSTRACT In this contribution, I reflect on how multilingual pedagogies can be added to STEM and S.T.E.M. practices, in what could be called a ‘double-crossing’: on the one hand, crossing linguistic boundaries and, on the other, crossing specific subject knowledge. Based on a content analysis of teachers’ interviews referring to their pedagogical experiences with a multilingual platform providing subject content in several languages, I reflect on the extent to which and how multilingual STEM and S.T.E.M. pedagogies are implemented and accounted for. More specifically, I analyse the arguments put forward by teachers for using or not using multilingual practices in STEM and S.T.E.M. and I delve into the apparent contradictions underlying the fact that, despite using a multilingual platform, its multilingual affordances are sometimes overlooked, underestimated or even used in monolingualised practices in multilingual settings.

Un-Disciplining the International

Writing in the context of the call for greater diversity, this short commentary makes a dual argument about the need to ‘un-discipline’ the discipline of International Relations. First: I return to an argument I made many years ago: the need to ‘Forget IR Theory’ and to explore the key issues in global politics without being constraint by the boundaries of existing debates. Key political problems, from climate change and pandemics, are far too complex to be understood as uniquely international phenomena and through the lenses of disciplinary debates. Second: to un-discipline is not to abandon the study of international relations. Quite the contrary, forgetting the constraining boundaries of academic disciplines can involve engaging back with the discipline of International Relations but, crucially, not on its own terms and not through the debates that have pre-set the boundaries of what is and is not thinkable. Un-disciplining is a process that entails convincing disciplinary scholars of the need to see key dilemmas in global politics in new and creative ways.

Tessellation, shamanism, and being alive to things

ABSTRACT This study examines the entanglement of affects that occurred during a short episode at a science museum. The episode involved a small number of children and a teacher who had come to the museum in the context of a school field trip. It took place inside an exhibit called ‘Hmong House’, which reproduced various components of a traditional house of the Hmong people. A key aim of this paper is to trace, via the microethnographic analysis of a brief video recording, an affective journey meshing mathematical tessellation and Hmong shamanism. In addition, we elaborate on ways in which disparate themes, such as tessellation and shamanism, became interwoven in the life of those visiting the Hmong House at the time. The episode of the Hmong House may inspire other activities in which students or visitors, with life trajectories partially rooted in Indigenous cultures, can share practices that are foreign to other students. The most important qualities of these activities, we suggest, are the respectful dignity with which they are demonstrated and engaged with, and the freedom to undertake interdisciplinary journeys – without subjection to artificial disciplinary boundaries – in which improvisation and surprising turns are expected and ever-present.

Centering Place in Tawfiq Canaan’s Literary Cartography

In the early-twentieth century, Palestinian physician and ethnographer Tawfiq Canaan published roughly forty-five studies on the cultural and narrative traditions of the largest section of Palestinian society, the fellaheen (peasantry). In this article, the author examines how Canaan’s expansive collection of stories related to holy sites across Palestine in Mohammedan Saints and Sanctuaries in Palestine (1927) produces a provocative literary cartography—a narrative that operates much like a map. In so doing, she contends that Canaan both contests orientalist constructions of the Holy Land as frozen in biblical time and, critically, unsettles the very spatiotemporal logic governing dominant colonial narrations of place. This epistemic shift, the author concludes, is the result of Canaan’s recentering of Indigenous Palestinian place-based knowledge as both the subject and method of his study. This approach offers instructive lessons applicable within and beyond the disciplinary, regional, and temporal boundaries that have so far circumscribed the study and reception of Canaan’s work.

Fostering Collective Intelligence in Human-AI Collaboration: Laying the Groundwork for COHUMAIN.

Artificial Intelligence (AI) powered machines are increasingly mediating our work and many of our managerial, economic, and cultural interactions. While technology enhances individual capability in many ways, how do we know that the sociotechnical system as a whole, consisting of a complex web of hundreds of human-machine interactions, is exhibiting collective intelligence? Research on human-machine interactions has been conducted within different disciplinary silos, resulting in social science models that underestimate technology and vice versa. Bringing together these different perspectives and methods at this juncture is critical. To truly advance our understanding of this important and quickly evolving area, we need vehicles to help research connect across disciplinary boundaries. This paper advocates for establishing an interdisciplinary research domain-Collective Human-Machine Intelligence (COHUMAIN). It outlines a research agenda for a holistic approach to designing and developing the dynamics of sociotechnical systems. In illustrating the kind of approach, we envision in this domain, we describe recent work on a sociocognitive architecture, the transactive systems model of collective intelligence, that articulates the critical processes underlying the emergence and maintenance of collective intelligence and extend it to human-AI systems. We connect this with synergistic work on a compatible cognitive architecture, instance-based learning theory and apply it to the design of AI agents that collaborate with humans. We present this work as a call to researchers working on related questions to not only engage with our proposal but also develop their own sociocognitive architectures and unlock the real potential of human-machine intelligence.

Our Work is International Relations: On Exclusion, Negotiation, and Engagement Against Disciplinary Boundaries

With this forum we aim to contribute to the debate within International Relations (IR) scholarship about the space that has opened up since the inter-paradigmatic debate 30 years ago and the challenges still experienced by those of us coming from the “margin” yet committed to the “globalization” of the discipline. That is to say, to building a pluriverse of IR. In the first contribution Anupama Ranawana begins by considering the practical difficulties for Southern research and knowledge creation in IR, detailing a snapshot of how current funding structures continue to relegate academics and researchers in the Global South to a relationship of dependency on their counterparts in the Global North. The next two contributions to the discussion reflect on how these problematic bounds of the disciple are then embodied by those of us working in more marginal spaces in IR. First, Ahmed Rizky Mardhatilla Umar writes of the policing of IR within the Indonesian University which continues to leave most critical work as outside of IR. Another point of embodied experience in what for many continues to be marginal or even outside of the discipline is considered by Jamie J. Hagen and Alex Edney-Browne who write about queer IR and specifically the experience of being a part of a community of LGBTQA (lesbian, gay, bisexual, transgender, queer and allies) in IR scholars. In conclusion Roland Bleiker reflects and evaluates “the potential and limits of International Relations as an academic discipline” even as the discipline continues to call for greater diversity. As such, each contributor speaks separately to a jointly articulated provocation regarding what counts and is centered as “real” International Relations scholarship, based on their own encounters with being told explicitly (i.e., through rejections, lack of institutional support) or implicitly (i.e., through what we are taught) that our work is not International Relations.

Separation or Integration: Analysis about the Theories of Vocational Enlightenment Education Courses

Currently, vocational enlightenment education is being implemented in various forms in some primary and secondary schools, but there is still an ongoing exploration of the recognized forms of vocational enlightenment education. The two main forms of vocational enlightenment education at present are independent implementation in a separation-based approach and integration with other disciplines. Analyzing the basic forms of vocational enlightenment education through the lens of disciplinary development theories such as disciplinary training and interdisciplinary studies can help us understand its construction foundation as well as the pros and cons of its development. In order to establish a unique form of vocational enlightenment education curriculum, it is necessary to clarify its distinctive features, delineate its knowledge domain, and establish disciplinary boundaries. Through a continuous process of standardization, scientific development, and stability, vocational enlightenment education can transcend disciplinary boundaries and integrate with related courses to innovate its distinctive practical approach.