Critically discuss the interdisciplinary connections in practice.
Within interdisciplinary instruction, students can become more involved in their learning and teachers can work towards eliminating discipline lines. Students can become independent confident individuals who learn how to learn and develop lifelong learning skills” (Duerr, 2008, p.177). These lifelong learning skills are necessary to teach and develop mindsets equipped to addressing complex, or, even, wicked problems, especially in a society that is rapidly changing due to technology. It makes sense to transcend disciplines so various ways of thinking and perspectives can be acknowledged and applied to different concepts, contexts or situations.
Throughout my professional career I have made interdisciplinary connections which have occurred organically by the way of a learning journey.
Currently, through my learning journey, I have shifted back into the role of a learner more than a teacher. So, when addressing a future goal, I want to reconnect with an area of interest – Education for Sustainability, furthering my understanding of Place Based Learning, with relation to Disruptive Design and Systems Thinking.
My journey into EfS began when I became concerned with how ecological literacy was being taught in school. I began implementing an EfS programme into the school I was working in at the time, incorporating an integrative approach through an inquiry model. I met a variety of people from different sectors of the community who supported and challenged by thinking and helped the school in this implementation process.
The benefits of having these different sectors involved meant a sense of community was created and a diversity of expertise was being shared in the school environment. “In our interconnected world we need the power of shared insight and working together to effect long-term and significant change” (The Enviroschools Foundation, 2008, p. 11).
However, collaborating with and coordinating the different community sectors was time consuming. Frustrations were shared around workload pressures and the ongoing commitment to the programme. “Interdisciplinary curricula is time consuming and takes collaborative team work to create, which can seem like a hard and exhausting disadvantage” (Jones, 2009, p.5).
Later, while overseas, I was teaching the International Baccalaureate curriculum at an international school. I gained experience developing units of inquiry involving transdisciplinary themes, working within a grade level team and collaborating with specialist teachers. Again, the same benefits and challenges as before rose in this process.
During that time, I was fortunate to attend the Green School Bali Educators Course. I met a man there, who has a background in transformational design and enterprise. He questioned the effectiveness of inquiry and interdisciplinary approaches to learning in relation to learner agency. He thought these were teachercentric approaches to learning without much consultation with students during the planning stages. “Currently, students are accountable to teachers (and parents). In the healthy model, students are accountable to themselves for meeting goals they set, with assistance from teachers and other mentors” (Eden, 2016).
I agree, even with an integrative approach, I’ve found there is an imbalance with the concept of “teachers and students as partners in curriculum design” (Mathison & Freeman, 1997, p.15). I’m interested to learn how a teacher effectively incorporates learner agency with obligations such as national standards and curriculum objectives into interdisciplinary units. As well as navigate issues like time, resourcing, up-skilling and collaboration. Do we need to look at a paradigm shift to achieve this?
Taking this thinking into consideration, I’d like to connect with the educators at Green School Bali, educators and designers working in similar fields of expertise and past interdisciplinary connections to explore my goal (previously stated) further.
I can see the potential of such learning being of benefit to community based education programmes, where, possibly, the education system has failed certain students. This could, then, put teachers in the role of facilitators around concepts of interdisciplinary, integrated, integrative instruction.
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Duerr, L. (2008). Interdisciplinary Instruction. Educational Horizons, 86(3), 173-180. Retrieved from chrome-extension://ecnphlgnajanjnkcmbpancdjoidceilk/content/web/viewer.html?source=extension_pdfhandler&file=http%3A%2F%2Ffiles.eric.ed.gov%2Ffulltext%2FEJ798522.pdf
Eden, A. (2016). Assisted Accountability – The True Flipped Classroom. Retrieved from https://edunautics.com/2016/08/18/assisted-accountability-the-true-flipped-classroom/
The Enviroschools Foundation. (2008). Enviroschools Handbook. Hamilton, New Zealand: Fusion Print Group Ltd.
Jones, C. (2009). Interdisciplinary approach – Advantages, disadvantages, and the future benefits of interdisciplinary studies. ESSAI7, 7(26), 76-81. Retrieved from chrome-extension://ecnphlgnajanjnkcmbpancdjoidceilk/content/web/viewer.html?source=extension_pdfhandler&file=http%3A%2F%2Fdc.cod.edu%2Fcgi%2Fviewcontent.cgi%3Farticle%3D1121%26context%3Dessai
Mathison,S., & Freeman, M. (1997). The logic of interdisciplinary studies. Presented at the Annual Meeting of the American Educational Research Association, Chicago. Retrieved from chrome-extension://ecnphlgnajanjnkcmbpancdjoidceilk/content/web/viewer.html?source=extension_pdfhandler&file=http%3A%2F%2Ffiles.eric.ed.gov%2Ffulltext%2FED418434.pdf