Structure Of Discipline Research Articles

“Abiding there Unliving”

Abstract Giorgio Agamben’s Homo Sacer proposes that the public display of power over life and death that Foucault restricts to the 18th century were not displaced by the new disciplinary structures associated with the hospital and the asylum, but remained contemporary with them. This notion of the simultaneity of surveillance and spectacle can be helpful in thinking about Beckett’s novel The Unnamable. Agamben’s work can also demonstrate the centrality of the character of Worm. In this way the broader notion of biopolitics can usefully illuminate the historical and political contexts of the book.

Exploring Liminal and Dominant Spaces in Interdisciplinary Programs: Fostering Communitas through Relationship‐Focused Practices and Collective Leadership

The current article examines interdisciplinary programs in higher education through the lenses of collective leadership, liminal spaces, and communitas. Interdisciplinary programs often exist in transitional, in‐between spaces within academic institutions, challenging traditional hierarchical and disciplinary structures. The current article explores how these liminal spaces can be leveraged to foster collective leadership and a sense of communitas, shared community, and identity among program members. Using Kansas State University as a case study, the article highlights the importance of sociomateriality in constructing leadership and practices such as coaching, mentoring, and advising that can support communitas and collective leadership in interdisciplinary contexts. The article suggests that relationship‐focused practices are key to navigating and transforming hierarchical pressures in academic environments, ultimately advocating for a more inclusive and collaborative approach to leadership in higher education.

Social science Eurocentrism in the land of universalism: An introduction to French blindness

AbstractFrom the late 18th century onwards, France has delivered a universalistic discourse about politics, society, rights and also science. The emergence of social science largely confirmed this trend. Nowadays the growing challenging of Eurocentrism that has become more and more visible since the early 1990s remains most often untranslated, untaught, uninvestigated and undebated. The disciplinary structure of the university as well as the lingering isolationism of French social science accounts for part of this situation, the latter requires some further explanations. If some opening has recently been visible in the field of gender, race and discriminations, it has usually meant a greater influence of some—White or Black—American anthropologists, sociologist or philosophers, but hardly ever of non‐Western thinkers. The very issue of a social science canon is not even raised. The main reason for this is the weight of French neo‐republicanism as it was born in the early 1990s at the very same time when anti‐Eurocentric alternatives discourses became more widely heard. It results in a persistent denial of these discourses as being scientific and a widespread ignorance of them in the academic field.

Understanding scholar-trajectories across scientific periodicals

Despite the rapid growth in the number of scientific publications, our understanding of author publication trajectories remains limited. Here we propose an embedding-based framework for tracking author trajectories in a geometric space that leverages the information encoded in the publication sequences, namely the list of the consecutive publication venues for each scholar. Using the publication histories of approximately 30,000 social media researchers, we obtain a knowledge space that broadly captures essential information about periodicals as well as complex (inter-)disciplinary structures of science. Based on this space, we study academic success through the prism of movement across scientific periodicals. We use a measure from human mobility, the radius of gyration, to characterize individual scholars' trajectories. Results show that author mobility across periodicals negatively correlates with citations, suggesting that successful scholars tend to publish in a relatively proximal range of periodicals. Overall, our framework discovers intricate structures in large-scale sequential data and provides new ways to explore mobility and trajectory patterns.

Translating interdisciplinary knowledge for gender equity: Quantifying the impact of NSF ADVANCE

AbstractBackgroundInterdisciplinarity is often hailed as a necessity for tackling real‐world challenges. We examine the prevalence and impact of interdisciplinarity in the NSF ADVANCE program, which addresses gender equity in STEM.MethodsThrough a quantitative analysis of authorship, references, and citations in ADVANCE publications, we compare the interdisciplinarity of knowledge produced within the program to traditional disciplinary knowledge. We use Simpon's Diversity Index to test for differences across disciplines, and we use negative binomial regression to capture the potential influences of interdisciplinarity on the long‐term impact of ADVANCE publications.ResultsADVANCE publications exhibit higher levels of interdisciplinarity across three dimensions of knowledge integration, and cross‐disciplinary ties within ADVANCE successfully integrate social science knowledge into diverse disciplines. Additionally, the interdisciplinarity of publication references positively influences the impact of ADVANCE work, while the interdisciplinarity of authorship teams does not.ConclusionsThese findings emphasize the significance of interdisciplinarity in problem‐oriented knowledge production, indicating that specific forms of interdisciplinarity can lead to broader impact. By shedding light on the interplay between interdisciplinary approaches, disciplinary structures, and academic recognition, this article contributes to programmatic design to generate impactful problem‐solving knowledge that also adds to the academic community.

Eğitim Bilimleri ve Eğitim Yönetiminin Disiplinli ve Disipliner Yapısı

20. since the middle of the century, the social sciences have been introduced to new fields that they have gone beyond their borders, and they have gained new opportunities, theories and methods from their relations with different sciences. However, when the literature is examined, it is possible to state that education management, which is influenced by different disciplines and theories, is mostly under the influence of education and management. In the context of Turkey, it is thought that this situation is structured on the axis of management discipline with the influence of neoliberal policies. Educational management should be based on educational theory instead of management theory. Because while management deals with the universal principles for the organization and the people in the organization, education considers people from a broader point of view. Education management is moving away from the field of education as it remains connected to the field of management. When the way of exchange of educational management with other disciplines is examined, it is possible to state that there is a theory, method, scope and perspective problem here. Because the structure of interdisciplinary, cross-disciplinary or multidisciplinary studies involves the development of common goals and theories. However, educational management studies are mostly carried out only by researchers working in educational management departments, and the level of relationship with other disciplines remains at the intersection of disciplines of the subject being studied. In the age of Enlightenment, the methods of positive sciences became very dominant in scientific studies, and even these methods were used in human and social sciences. For this reason, human and social sciences have been evaluated within the framework of positive sciences. Accordingly, various contradictions and difficulties have arisen in the explanations, and even the existence and absence of sciences that cannot be expressed by the methods of positive sciences has become a topic of discussion. In this context, 19. in the century, serious criticisms have been put forward about whether fields such as history, literature, law and theology are a field of science. This situation is also observed in the field of educational management, because there are still differences of opinion about whether the field of EY should be considered as a branch of science. Key Words: Educational Sciences, Educational Management, Discipline, Disciplinary Structure

Algorithmic Transparency, Manipulation, and Two Concepts of Liberty

As more decisions are made by automated algorithmic systems, the transparency of these systems has come under scrutiny. While such transparency is typically seen as beneficial, there is a also a critical, Foucauldian account of it. From this perspective, worries have recently been articulated that algorithmic transparency can be used for manipulation, as part of a disciplinary power structure. Klenk (Philosophy & Technology 36, 79, 2023) recently argued that such manipulation should not be understood as exploitation of vulnerable victims, but rather as indifference to whether the information provided enhances decision-making by revealing reasons. This short commentary on Klenk uses Berlin’s (1958) two concepts of liberty to further illuminate the concept of transparency as manipulation, finding alignment between positive liberty and the critical account.

Wrestling With the Academy: Future Directions for the Cultural Politics of Sport

Synthesizing and responding to the arguments made throughout this special issue, we share our perspectives as early-career researchers on how to revive the study of the cultural politics of sport. First, we argue that the malaise of cultural politics work should be attributed to academic and disciplinary structures that have disincentivized a contextual and political study of sport. Second, we suggest that supporting and highlighting studies about nonelite, noncommercialized sporting practices can assist in unveiling the hidden politics that shape our sporting experiences and everyday routines. Third, we propose that transforming the academic structures that have discouraged a study of cultural politics will require scholars to do the unglamorous political work of organizing in their workplaces, institutions, and local communities.

Islamisk teologi och filosofi vid Uppsala universitet

This article describes the development that led to the appointment of a professor in Islamic Theology and Philosophy at the Faculty of Theology, Uppsala University, and, at a later stage, to a renewed understanding of Systematic Theology, with two orientations: (1) Worldview Studies and Christian Theology and (2) Islamic Theology. The point of departure is earlier theoretical and methodological considerations by the authors concerning Islamic theology in a contemporary Nordic university setting. Mikael Stenmark was later to become the Dean of the Faculty of Theology, between 2008 and 2014, and during that period new courses in Islamic Theology and Philosophy were designed and Professor Mohammad Fazlhashemi was hired to lead the development of Islamic Theology and Philosophy. This is described in the first section of the article. In the following sections, the academic discipline in which Islamic Theology later was to be integrated, Systematic Theology, is described historically and theoretically in view of the broader work with rethinking the disciplinary structure of the Faculty of Theology during the period when Mattias Martinson was Dean, between 2014 and 2020. The article concludes with a reflection on the current situation and an outlook towards the challenges that a commitment to Islamic Theology entails at a Northern European state university.

ПОЧЕМУ РЕЛИГИОВЕДЕНИЕ И ТЕОЛОГИЯ НЕ ЯВЛЯЮТСЯ ВЗАИМОЗАМЕНИМЫМИ ДИСЦИПЛИНАМИ

The article poses a seemingly strange problem: is it possible to conceive of the interchangeability of religious studies and theology? It is demonstrated, however, that modern discussions within each discipline tend to displace and marginalize the other. The author believes that the interdisciplinary war between religious studies and theology, which began in the 1990s within the framework of the discussion on the recognition of the latter as an educational and scientific discipline at the state level, is not over at present. It is shown that the argumentation of the parties is built in such a way that leads to the fall of prestige of scientific knowledge about religion in general. To address this problem, the author analyzes and correlates the focus of cognitive interest, subject areas, disciplinary structures, and traditions of both disciplines, and – through correlating the focus of cognitive interest, the community of authors, and the community-audience – their functions for society and the church. The author believes that in the face of the problematic status of scientific humanities knowledge in society and in the church, representatives of both disciplines need to abandon the rhetoric of substitutability and jointly try to present an understandable and academically correct response to the existential, social, and cultural demands associated with religion.

The Theoretical and Knowledge System of Educational Technology Discipline in China

“Educational Technology” is a complete and indivisible whole formed by the fusion two elements of education and technology. This expansive field encompasses research and practical applications aimed at addressing educational and instructional problems through technology. The conventional practice of relying on a singular definition to elucidate educational technology has resulted in confusion and operational challenges. This article introduces the concept of a definition group of educational technology, delves into the discipline’s research objects, research purpose and tasks, research domain and scope, disciplinary foundation, research methods, visual representation of the disciplinary structure, and the logical starting point and positioning, and establishes distinct theory and knowledge systems for educational technology discipline in China, offering a comprehensive interpretation of the discipline’s connotations and extensions.

Role of ethical school leadership in shaping adolescents’ aggressive attitudes: A doubly latent multilevel SEM analysis

Based on ethical leadership and authoritative school climate theories, the current study used doubly latent multilevel structural equation modeling (M-SEM) to test links between school principals’ ethical leadership and students’ aggressive attitudes through the mediation of authoritative school and classroom climates. Data included three sources: 317 educators (homeroom teachers), 504 teachers and 6589 students from 64 Arab Israeli middle schools (grades 7–9). Results showed that ethical leaders positively affect educators’ perceptions of authoritative school climate (a disciplinary structure of fairness and justness, and student support), which in turn affect their classroom conditions of fairness, justness and student support, as perceived by their students; this then negatively affects students’ aggressive attitudes. Furthermore, ethical leaders negatively affected students’ aggressive attitudes through the mediation of authoritative school climate and educators’ work reflected in classroom climate. Classroom climate was directly and negatively related to aggressive attitudes; however, school climate was not directly related. Further examination of the dimensions of climate separately demonstrated that only classroom fairness and student support (students’ willingness to seek help and teachers’ respect) negatively affect students’ aggressive attitudes. Finally, only a school climate of justness was directly related to students’ aggressive attitudes.

May Morris, Dorothy Walker, and the Legacies of the Arts and Crafts Interior

The designers of the Arts and Crafts movement attempted to articulate the democratic power of the domestic interior. The legacies of these ideas are shaped by house museums such as Kelmscott Manor (home of William Morris) and 7 Hammersmith Terrace (Emery Walker’s House, publicized as “The Arts and Crafts Home”). Lived in and maintained by female descendants, May Morris and Dorothy Walker, and their female companions, these house museums invite a reassessment of the role of the Arts and Crafts movement in feminist and queer histories of interior design. In this article, I demonstrate some of the ways in which house museums and the Arts and Crafts movement can offer opportunities to expose some of the disciplinary structures that hinder an inclusive history of interior design. Situating its case studies in the context of the history of heritage preservation, and engaging with feminist scholarship, I argue that one strategy for exposing and challenging hidden biases in the field is to recognize homemaking, preservation, and curating as forms of creative labor that have made crucial contributions to the history of interior design. Focusing primarily on gender but also paying attention to questions of class, race, and sexuality, I consider the potential and the limits of the Arts and Crafts house museum’s capacity to contribute to intersectional histories of interior design.

Writing Castelessly

Abstract This article combines historical and life-writing approaches to demonstrate how caste is made invisible in histories and structures of education, canonical knowledge, and research. As a dominant-caste (savarna) Bengali academic, the author follows caste-oppressed feminists to offer a methodological intervention that challenges several ways in which castelessness is reproduced in feminist scholarship. The author asks why savarna write castelessly. “Writing castelessly,” wherein caste reflexivity is absented from analysis, solidarity, and teaching, is one manifestation of savarna feminists’ historical-material relation to caste. Narrating regional caste histories of savarna Bengalis, the author shows that her practice of writing castelessly is founded on material structures of power—historically claimed monopolies over culture and education, land, labor, and political representation. Relatedly, another reason savarna write castelessly is that disciplinary training in social sciences in higher education taught the author to think, feel, read, and write castelessly. Finally, the author traces the reproduction of these disciplinary structures in her scholarship. Ultimately, this self-critique grounded in historical and material relations of caste seeks a feminist readership invested in public accountability and denaturalizing Brahminical merit in academia.

Towards Instrumental Trainability in England? The ‘Official Pedagogy’ Of The Core Content Framework

ABSTRACT This paper focuses on the structure and substance of the Core Content Framework (CCF), a controversial document which stipulates content that providers of teacher education in England must incorporate in their programmes. We identify both a concept of instrumental trainability and a lack of coherence in the CCF which suggests it is unsuitable as a guide to a curriculum for teacher education. Drawing on Bernstein’s work and its application by other sociologists of educational knowledge, we identify how the CCF embeds a ‘generic mode’ in teacher education that has roots outside of disciplinary structures of knowledge production and therefore foregrounds a type of official pedagogy that sees teaching as a technical performance and leaves gaps in the knowledge and understanding a new teacher requires to make sound educational judgements. Employing Muller’s distinction between conceptual and contextual coherence, we argue that the CCF is based upon an imaginary notion of instructional practice that does not fully grasp the context of teachers’ work. We illustrate the argument via an analysis of the language, structure, and three of the eight sections in the CCF.

A comprehensive review of environmental, sustainability and climate change curriculum in Taiwan’s higher education institutions

PurposeThis study aims to evaluate the current situation of education for sustainable development, climate change education and environmental education in a nationwide context. Methodologically, this study calls for more research to go beyond case studies and take a similar approach to examine university curricula and facilitate cross-country comparisons.Design/methodology/approachThis paper examines the status of climate and sustainability curricula in Taiwan’s higher education system. Using the course catalog for the 2020–2021 academic year, the authors constructed a unique data set that includes 1,827 courses at 29 major universities in Taiwan. In each institution, the authors search for course titles that include “climate,” “sustainable/sustainability” and “environment/environmental” as keywords and code the courses according to their disciplines.FindingsThe finding highlights the variations across institutional types and subject matters. Public universities have an average of 4.94 related courses per 1,000 students, whereas private universities have only 3.13. In general, the relevant courses are more concentrated in the STEM and bioscience fields. The curricula, however, are seriously constrained by the disciplinary structure and foster few transdisciplinary perspectives.Originality/valueThe authors seek to go beyond case studies and offer one of the most comprehensive curricula samples at the national level. Taiwan adds an important data point, as the current literature focuses heavily on the USA and Europe.

An Investigation in the Interdisciplinary Nature of Digital Humanities

The disciplinary structure and dimensions of digital humanities is evolving for many years. Even though several journals focus solely on digital humanities, the interdisciplinary nature of digital humanities remains a fact. The current study is an endeavor to understand the linkage of the digital humanities with other disciplines in the universe of knowledge so that researchers from multiple subject backgrounds can carry out research on digital humanities in a more vivid manner. The present research will prove valuable for researchers, authors, and decision-makers of research and development organisations and other institutions to carry out collaborative research activities on individual and organisational levels. The research results and discussions of this research publication will enlighten the researchers from the digital humanities subject field to take a decision in a better way regarding the evolution and interdisciplinary research activities in digital humanities and the incorporation of methods and techniques from library and information science and computer science to expand the horizons of the subject field (digital humanities). The author conducted a bibliometric analysis focusing on the objectives to discover linkages and an interdisciplinary approach to digital humanities. The results infer that the highest number of authors active in research activities in the digital humanities belong to computer science followed by art and humanities and library and information science disciplines. The journals preferred for publication of research on digital humanities are also analysed, and it is found that the highest number of journals are from the literature discipline, followed by art & humanities, computer science, history, and library and information science. The publication productivity of journals is also studied, and it is found that “Digital Scholarship in the Humanities” is the most productive journal and that it belongs to the humanities discipline. In the list of the top ten most productive journals, five belong to the discipline of Library and information science. The study of citation and bibliographic coupling displays that the journals “Journal of Documentation” and “Digital Scholarship in the Humanities” are the most cited journals. During this research endeavor, emphasis is given to the subject affiliation of authors, journals and publications. It’s been found that digital humanities research is actively related to the disciplines of library and information science and computer science.

Beyond Methodological Nationalism

This article discusses the problem of lingering methodological nationalism within Japanese studies. It argues that methodological nationalism remains widespread not only in research but also in university teaching and public dissemination, which legitimises popular conceptions of Japan as a singular, unified entity that is essentially different from both the West and continental Asia. This methodological nationalism is a consequence of the ways in which disciplinary structures contribute to the reification, demarcation and naturalisation of ‘Japan’ and ‘things Japanese’ as distinct objects of study in need of their own guild of specialised interpreters. The article argues that to overcome methodological nationalism, scholars of Japan need to reconsider their choice of subject matter and reflect more upon their use of the adjective ‘Japanese’. It proposes three research agendas for the academic study of Japan. First, we should study discursive and institutional processes of Japan-making instead of being complicit in them. Second, we need to rethink ‘Japan’ as our main spatio-cultural unit by focusing on diversity within the Japanese isles and beyond (including migrant and Indigenous perspectives). Third, we should conduct and contribute to comparative research that focuses on both local particulars and transnational connections, rather than using the nation-state as our main unit of analysis.

EMI and its sociolinguistic entanglement with local languages

Abstract Against the backdrop of inter-institutional competition and transnational ambitions, the prevalence of English-medium instruction (EMI) programs in higher education and their relative distribution across various national, regional, and institutional contexts is rapidly growing. When studying the increasingly globalized phenomenon of EMI, there is a tendency to adopt macro-pedagogical perspectives, with comparatively little attention being devoted to disciplinary differences which may warrant intra-institutional differentiation through situationally adaptable approaches to EMI policy and implementation strategies. The present study attempts to further enhance and nuance our understanding of the influence of disciplinary knowledge structures and literacies on lecturers’ and students’ linguistic needs in EMI courses. This article reports on linguistic ethnographic fieldwork at a Belgian higher education institution in which graduate students in international bio-science engineering and industrial design engineering programs were observed during the 2021–2022 academic year. Differences in disciplinary knowledge structures and literacies are explored through means of survey, interview, and classroom observation data. Results corroborate earlier findings on the interplay between disciplinary knowledge structures and attitudes towards EMI. Additionally, the data illustrate how the active inclusion of local languages alongside English can be considered disciplinarily relevant in certain programs.

Family-friendly policy evolution: a bibliometric study

This paper uses the bibliometric method to analyze the basic characteristics and disciplinary knowledge structure of family-friendly policy research, as well as research hotspots and trends. The basic data source is the literature in the Web of Science Core Collection from 1985 to 2022. The following findings were obtained. First, the number of publications and citations in this field have increased exponentially, with scholars and research institutions from the US dominating the field of family-friendly policy research. Second, family-friendly policy research has been concentrated in the fields of management, sociology, and psychology, with a gradual trend toward cross-disciplinary integration, but a core group of authors has yet to be formed. Third, most of the family-friendly policy research has been conducted at the organizational level to explore the impact of family-friendly policies, with married women as the main research object. Finally, current family-friendly policy research focuses on policy fairness, childcare services, employee satisfaction, and work flexibility. Future research should focus on the dynamics of family-friendly policies and the empirical analysis of cross-level integration to improve the matching of policies with employee orientation. This study fills an analytical gap in the integration of family-friendly policies and scientometrics, proposes an expandable field of family-friendly policy research and research methods, and provides references and insights for future family-friendly policy research and practice.