Disciplinary (Re)Orientations

Abstract

Conceptualizing transformations in academic fields is a complex task, as neither transformations nor academic fields can be analytically approached as homogeneous and static objects of inquiry. What can be observed as a disciplinary change in one case might already be an established disciplinary practice in another case; what might appear as a transformation prompted by digital technologies could actually be a long-existing inclination brought to light by new technical means; what could be (administratively) defined as a cohesive field of study might consist of diverse, even opposed, research practices and assumptions. Therefore, disciplinary transformations proposed in this chapter are not conceived as either exhaustive or fixed categories. Rather, they are proposed as indicators of possible scholarly (re)orientations within particular communities of practice. Based on the fieldwork data, I propose and trace four areas of scholarly (re)orientations, conceived as processes of capacity building. One area concerns research capacity, another focuses on knowledge capacity, the third considers technical capacity, while the fourth area of transformation discusses value capacity in the humanities.