Abstract
The dominant framing of interdisciplinarity as a logical consequence to the fragmentation of knowledge into distinct disciplines constrains our thinking about whether and how to approach interdisciplinary projects. Are there other framings for interdisciplinarity that might be more suitable – particularly where project goals are overtly sociocultural in nature? This chapter explores this question beginning with a brief review of key terms and dominant framing of interdisciplinarity, followed by alternative framings and issues for consideration in instructional design and technology and learning sciences contexts, and concluding with a call to consider the ways conceptions of interdisciplinarity hinder or may support efforts toward equity and inclusion.
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Bradshaw, A.C. (2021). Reframing Interdisciplinarity Toward Equity and Inclusion. In: Hokanson, B., Exter, M., Grincewicz, A., Schmidt, M., Tawfik, A.A. (eds) Intersections Across Disciplines. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-030-53875-0_16
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