Interdisciplinarity as Self and Subject: Metaphor and Transformation

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dc.contributorFloyd-Thomas, Stacey M.
dc.contributorGillman, Laura
dc.contributorAllen, Katherine R.
dc.contributor.editorWentworth, Jay
dc.contributor.editorSebberson, David
dc.date.accessioned2016-11-29T19:18:12Z
dc.date.available2016-11-29T19:18:12Z
dc.date.issued2002
dc.description.abstractThis paper is based on our experience of team teaching an interdisciplinary course on multicultural families. We propose a theoretical model to demonstrate collaborative teaching that trasverses multiple disciplines. The model, presented as a heuristic metaphor and using geological imagery to capture the dynamic nature of interdisciplinary experience, emphasizes the liberatory and transformative interaction between self and subject. Components of the model are exposing the fault lines, mining the motherlode, sorting epistemological treasures, and forging new gifts. We demonstrate each stage of the model and show how students and teachers made new discoveries about interdisciplinarity at each stage.
dc.identifier.citationFloyd-Thomas, Stacey, Katherine Allen, and Laura Gillman. "Interdisciplinarity as Self and Subject: Metaphor and Transformation." Issues in Integrative Studies 20 (2002): 1-26.
dc.identifier.issn1081-4760
dc.identifier.urihttp://hdl.handle.net/10323/4388
dc.publisherAssociation for Interdisciplinary Studies
dc.relation.ispartofIssues in Interdisciplinary Studies
dc.titleInterdisciplinarity as Self and Subject: Metaphor and Transformation

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Issues in Interdisciplinary Studies Volume 20 (2002)