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Remaking the Academy: The Potential and the Challenge of Transdisciplinary Collaborative Engagement

  • Danielle Lake
  • Amy McFarland
  • Jessica Jennrich
Chapter

Abstract

This chapter argues feminist pragmatist philosophy, transdisciplinarity, and the current movement towards public engagement offer a fruitful vision, pathway, and set of strategies for catalyzing collaborative teaching and learning within the academy. Given the authors’ commitment to a reflective praxis of engagement, it also documents our collective attempt to put these commitments into practice at our own institution. We conclude by highlighting the need for creative and collaborative advocacy efforts designed to not only reimagine the academy but also enact structural, procedural, and cultural changes.

Notes

Acknowledgement

The successful outreach efforts of this learning community and the recommendations shared here emerged from the hard work and commitment of many people thinking and acting together. We would like to thank our learning community colleagues for their time, creative ingenuity, flexibility, tenacity, and courageous activism working towards changing our campus climate. We would also like to thank those who read and made invaluable feedback on numerous drafts of this chapter, including Dawn Rutecki, Gloria Mileva, and Ellerie Ambrose.

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Danielle Lake
    • 1
  • Amy McFarland
    • 1
  • Jessica Jennrich
    • 1
  1. 1.Grand Valley State UniversityAllendaleUSA

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