Issues in Interdisciplinary Studies Volume 31 (2013)

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https://hdl.handle.net/10323/3145

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Browsing Issues in Interdisciplinary Studies Volume 31 (2013) by Subject "Collaboration"

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    Navigating Complex Trade-offs in Conservation and Development: An Integrative Framework
    (Association for Interdisciplinary Studies, 2013) Pauline Gagnon
    We present a framework that makes space for multiple perspectives and ways of thinking about complex trade-off problems in conservation and development.  At the core of the framework are three “integrative lenses” designed to facilitate lines of inquiry according to three unique ways of perceiving complexity.  The aim of the framework is not to produce a unified theory or a model that justifies one choice over another to all audiences; rather, its purpose is to yield a more integrative and context-sensitive set of problem definitions that can open the way to a variety of pathways for action and research. The approach we present is particularly relevant in the context of highly complex problems - those involving complicated and uncertain dynamics, a multiplicity of values, a multiplicity of perspective, and the exercise of multiple forms of power (incuding the power to frame the problem).  We argue that setting aside the urge for synthesis - and therby preserving enough of the comlexity of the problem - can serve as a starting point for fertile and productive engagements between researchers working across disciplines, and between researchers and practitioners.
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    Reframing Interdisciplinary and Interprofessional Collaboration through the Lens of Collective and Sociomaterial Theories of Learning
    (Association for Interdisciplinary Studies, 2013) Pauline Gagnon
    The purpose of this article is to begin to explore how collective and sociomaterial theories of learning might be applied within interdisciplinary and interprofessional contexts—in particuar the team-based collaboration that is playing an ever larger role in both fields.  It articulates several key features of interdisciplinary and interprofessional activities and then speculates on how they might be productively reframed through the lenses of the following theoretical perspectives: communities of practice, cultural historical activity theory, complexity science and actor-network theory  The article is not intended to be comprehensive; its aim is to begin the process of developing deeper, more theoretically sophisticated understandings of the collective learning and knowing that emerge—often across deep paradigmatic divides—through interprofessional and interdisciplinary collaboration