Towards a conceptual framework for interdisciplinary teaching and learning dialogues in higher education

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dc.contributor.authorBurch, Vanessa C.en_ZA
dc.contributor.authorLewis, Janineen_ZA
dc.contributor.authorSubramaney, Ugashen_ZA
dc.contributor.authorKaturura, Actoren_ZA
dc.contributor.authorQuinot, G.en_ZA
dc.contributor.authorSingh, Sureshen_ZA
dc.contributor.authorDhunpath, Rubbyen_ZA
dc.date.accessioned2017-07-05T08:49:40Z
dc.date.available2017-07-05T08:49:40Z
dc.date.issued2016
dc.descriptionBurch, V. C., et al. 2016. Towards a conceptual framework for interdisciplinary teaching and learning dialogues in higher education. Alternation, 23(1):233-264en_ZA
dc.descriptionThe original publication is available at http://alternation.ukzn.ac.za/Homepage.aspxen_ZA
dc.description.abstractThis paper explores the development and early validation of a conceptual framework for learning-centred teaching by six Teaching Advancement at Universities (TAU) Fellows and their mentor, each representing a different higher education institution and a different discipline. A grounded theory approach was used to construct the framework and its potential utility value was explored though the use of six teaching innovation projects conducted in undergraduate South African university programmes in law, medicine, education, and the arts. The project revealed that interdisciplinary dialogic spaces can be initiated and nurtured through opportunities offered by communities of practice such as the TAU Fellowship when academics suspend their exclusive disciplinary preoccupations to open up possibilities for a generative, emancipatory scholarship. We argue that the conceptual framework is useful to facilitate and promote dialogues across and between the multiple discipline specific ontologies, epistemologies and methodologies offered in higher education.en_ZA
dc.description.urihttp://alternation.ukzn.ac.za/pages/volume-23-2016/alternation-231-2016.aspxen_ZA
dc.description.versionPublisher's versionen_ZA
dc.format.extent32 pages : illustrations (some colour)en_ZA
dc.identifier.citationBurch, V. C., et al. 2016. Towards a conceptual framework for interdisciplinary teaching and learning dialogues in higher education. Alternation, 23(1):233-264en_ZA
dc.identifier.issn2519-5476 (online)
dc.identifier.issn1023-1757 (print)
dc.identifier.urihttp://hdl.handle.net/10019.1/101918
dc.language.isoen_ZAen_ZA
dc.publisherCSSALLen_ZA
dc.rights.holderAlternationen_ZA
dc.subjectEducation -- Study and teaching (Higher) -- Conceptual frameworken_ZA
dc.subjectEducation -- Study and teaching (Higher) -- South Africaen_ZA
dc.subjectInterdisciplinary approach in education -- South Africaen_ZA
dc.titleTowards a conceptual framework for interdisciplinary teaching and learning dialogues in higher educationen_ZA
dc.typeArticleen_ZA
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