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This book does not instruct the reader how to communicate interculturally but supports them in reflecting on how they can (re-)negotiate and (re-)construct knowledge(s), ideologies and relations around the notion of interculturality. Anchored in the author's original and thought-provoking perspectives on interculturality, this interdisciplinary and global-minded book explores how communicating around the notion cannot do away with ideologisms, issues of language and translation or the problematization of voice and silence in research and education. Written in an original and stimulating way, relying on different writing genres and styles to ‘mimic'the dynamism and flexibility of the very notion under review, the author urges us to (un-)voice, scrutinize, nurture and galvanize our ways of dealing with interculturality alone and together with others in academia. The very specific focus of the book, communicating around interculturality (instead of ‘doing'interculturality), represents a fresh and important move for observing, analyzing, speaking of and contributing to today's complex and divided world. The title is aimed at researchers, students and educators interested in examining and enriching their own takes on interculturality, from a more reflexive and interactive perspective.

This open access book illustrates how interdisciplinary research develops over the lifetime of a scholar: not in a single project, but as an attitude that trickles down, or spirals up, into research. This book presents how interdisciplinary work has inspired shifts in how the contributors read, value concepts, critically combine methods, cope with knowledge hierarchies, write in style, and collaborate. Drawing on extensive examples from the humanities and social sciences, the editors and chapter authors show how they started, tried to open up, dealt with inconsistencies, had to adapt, and ultimately learned and grew as researchers. The book offers valuable insights into the conditions and complexities present for interdisciplinary research to be successful in an academic setting.This is an open access book.

The purpose of this work is to advance understanding of intersectional theory and its application to research in education. The scholars whose work appear in this volume utilize intersectional theory and research methods to work in fields and disciplines such as Education, Sociology, Women's Studies, Africana Studies, Human Development, Higher Education Administration, Leadership Studies, and Justice Studies. The book illustrates how intersectional theory can be used in both quantitative and qualitative education research on college student access and success, faculty satisfaction and professional development, and K-12 educational issues such as high school dropouts and bullying. This book is unique, as no other book ties intersectionality to the research process.Key Features:• Readers will learn the basic tenets of intersectionality and how it can be useful in education research.• Readers will learn how intersectionality can be used to analyze both quantitative (large scale survey) and qualitative (interview, participant observation, and ethnographic) data.• Lastly, readers will learn how intersectionality can be particularly useful in examining the experiences of diverse groups of students attending elementary schools, high schools, colleges and universities, and faculty working at post-secondary institutions.Intersectionality is increasingly being used in research and education. This theory holds great promise in exploring students'experiences in terms of access, success, and outcomes for marginalized groups. In essence, application of the theory promotes critical complex thinking regarding the intersectionality of race, class, and gender and their outcomes.

Institutionalizing Interdisciplinarity and Transdisciplinarity fills a gap in the current literature by systematizing and comparing a wide international scope of case studies illustrating varied ways of institutionalizing theory and practice. This collection comprises three parts. After an introduction of overall themes, Part I presents case studies on institutionalizing. Part II focuses on transdisciplinary examples, while Part III includes cross-cutting themes, such as funding, evaluation, and intersections between epistemic cultures. With expert contributions from authors representing projects and programs in Asia, Africa, Australia, Europe, Russia and South Caucuses, Latin and North America, this book brings together comparative perspectives on theory and practice, while also describing strategies and models of change. Each chapter identifies dimensions inherent in fostering effective and sustainable practices. Together they advance both analysis and action-related challenges. The proposed conceptual framework that emerges supports innovative practices that are alternatives to dominant academic cultures and approaches in pertinent disciplines, fields, professionals, and members of government, industry, and communities.Applying a comparative perspective throughout, the contributors reflect on aspects of institutionalizing interdisciplinarity and transdisciplinarity as well as insights applicable to further contexts. This innovative volume will be of great interest to students, scholars, practitioners, and members of organizations promoting and facilitating interdisciplinary and transdisciplinary research.

This book explores the weak explanatory and predictive power of theories across disciplines, explains reasons for limited expertise after centuries of scientific effort, and sets forth strategies to accelerate knowledge and manage a future we can only dimly comprehend.Gaps in knowledge arose because common, natural and artificial phenomena are fundamentally hard to understand, and in expertise persists because research is unproductive. This book argues that weak research comes with huge opportunity cost because it stymies optimum decision making by government, corporations and individuals. Research needs restructuring which must come from governments'top down requirement that funding bodies foster applied research with real-world impact, and that universities influence scientific publishers to improve their publications'integrity.This book seeks to catalyse extinction events for theories in most disciplines, which would clear a path for solving multiple crises in research. The author cautions that this process would be disruptive, unpopular and painful.

This exciting new state-of-the art book reviews, explores and advocates ways in which collaborative research endeavours can, through a transdisciplinary lens, enhance student, academic and social experiences. Drawing from a wide range of knowledges, contexts, geographical locations and internationally renowned expertise, the book provides a unique look into the world of transdisciplinary thinking, collaborative learning and action. In doing so, the book is action orientated, reflective, theoretical and intriguing and provides a place for all of these to meet and mingle in the spirit of curiosity and imagination.

Universities are increasingly being asked to take an active role as research collaborators with citizens, public bodies, and community organisations, which, it is claimed, makes them more accountable, creates better research outcomes, and enhances the knowledge base. Yet many of these research collaborators, as well as their funders and institutions, have not yet developed the methods to ‘account for'collaborative research, or to help collaborators in challenging their assumptions about the quality of this work. This book, part of the Connected Communities series, highlights the benefits of universities collaborating with outside bodies on research and addresses the key challenge of articulating the value of collaborative research in the arts, humanities and social sciences. Edited by two well respected academics, it includes voices and perspectives from researchers and practitioners in a wide range of disciplines. Together, they explore tensions in the evaluation and assessment of research in general, and the debates generated by collaborative research between universities and communities to enable greater understanding of collaborative research, and to provide a much-needed account of key theorists in the field of interdisciplinary collaborative research.

Interdisciplinarity has become a buzzword in academia, as research universities funnel their financial resources toward collaborations between faculty in different disciplines. In theory, interdisciplinary collaboration breaks down artificial divisions between different departments, allowing more innovative and sophisticated research to flourish. But does it actually work this way in practice? Investigating Interdisciplinary Collaboration puts the common beliefs about such research to the test, using empirical data gathered by scholars from the United States, Canada, and Great Britain. The book's contributors critically interrogate the assumptions underlying the fervor for interdisciplinarity. Their attentive scholarship reveals how, for all its potential benefits, interdisciplinary collaboration is neither immune to academia's status hierarchies, nor a simple antidote to the alleged shortcomings of disciplinary study. Chapter 10 is available Open Access here (https://www.ncbi.nlm.nih.gov/books/NBK395883)