Different, Difficult and Local: A Review of Interdisciplinary Teaching Activities

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Different, Difficult and Local : A Review of Interdisciplinary Teaching Activities. / Lindvig, Katrine; Ulriksen, Lars.

I: The Review of Higher Education, Bind 43, Nr. 2, 2019, s. 697-725.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Lindvig, K & Ulriksen, L 2019, 'Different, Difficult and Local: A Review of Interdisciplinary Teaching Activities', The Review of Higher Education, bind 43, nr. 2, s. 697-725. https://doi.org/10.1353/rhe.2019.0115

APA

Lindvig, K., & Ulriksen, L. (2019). Different, Difficult and Local: A Review of Interdisciplinary Teaching Activities. The Review of Higher Education, 43(2), 697-725. https://doi.org/10.1353/rhe.2019.0115

Vancouver

Lindvig K, Ulriksen L. Different, Difficult and Local: A Review of Interdisciplinary Teaching Activities. The Review of Higher Education. 2019;43(2):697-725. https://doi.org/10.1353/rhe.2019.0115

Author

Lindvig, Katrine ; Ulriksen, Lars. / Different, Difficult and Local : A Review of Interdisciplinary Teaching Activities. I: The Review of Higher Education. 2019 ; Bind 43, Nr. 2. s. 697-725.

Bibtex

@article{acc5aaf031c9458dbf780ab87c66f588,
title = "Different, Difficult and Local: A Review of Interdisciplinary Teaching Activities",
abstract = "This review addresses a lacuna in the literature concerning interdis-ciplinary teaching by analyzing peer-reviewed articles that discuss empirical evidence of interdisciplinary teaching practices. The article reports on the wide array of purposes, approaches and designs of interdisciplinary teaching and learning found in the review, but an important, more general, point is that interdisciplinary teaching is, consistently, considered different from normal practices, hence positioning interdisciplinary teaching and learning as the other. This othering could be detrimental to establishing sustainable inter-disciplinary educational provision. Our analysis suggests a need for stressing interdisciplinary practices as local, rather than as generalizable propositions.",
author = "Katrine Lindvig and Lars Ulriksen",
year = "2019",
doi = "10.1353/rhe.2019.0115",
language = "English",
volume = "43",
pages = "697--725",
journal = "The Review of Higher Education",
issn = "0162-5748",
publisher = "Johns Hopkins University Press",
number = "2",

}

RIS

TY - JOUR

T1 - Different, Difficult and Local

T2 - A Review of Interdisciplinary Teaching Activities

AU - Lindvig, Katrine

AU - Ulriksen, Lars

PY - 2019

Y1 - 2019

N2 - This review addresses a lacuna in the literature concerning interdis-ciplinary teaching by analyzing peer-reviewed articles that discuss empirical evidence of interdisciplinary teaching practices. The article reports on the wide array of purposes, approaches and designs of interdisciplinary teaching and learning found in the review, but an important, more general, point is that interdisciplinary teaching is, consistently, considered different from normal practices, hence positioning interdisciplinary teaching and learning as the other. This othering could be detrimental to establishing sustainable inter-disciplinary educational provision. Our analysis suggests a need for stressing interdisciplinary practices as local, rather than as generalizable propositions.

AB - This review addresses a lacuna in the literature concerning interdis-ciplinary teaching by analyzing peer-reviewed articles that discuss empirical evidence of interdisciplinary teaching practices. The article reports on the wide array of purposes, approaches and designs of interdisciplinary teaching and learning found in the review, but an important, more general, point is that interdisciplinary teaching is, consistently, considered different from normal practices, hence positioning interdisciplinary teaching and learning as the other. This othering could be detrimental to establishing sustainable inter-disciplinary educational provision. Our analysis suggests a need for stressing interdisciplinary practices as local, rather than as generalizable propositions.

U2 - 10.1353/rhe.2019.0115

DO - 10.1353/rhe.2019.0115

M3 - Journal article

VL - 43

SP - 697

EP - 725

JO - The Review of Higher Education

JF - The Review of Higher Education

SN - 0162-5748

IS - 2

ER -

ID: 209147844