Turning to Dialogic Reflexivity: An Approach to Fostering Transdisciplinary Research

• In Event: Cultivating Transdisciplinary Educational Research Through Dialogic Reflexivity: Facets of Theory and Practice

Abstract

Objectives
This presentation considers the need for transdisciplinary research, its potential, and challenges in accomplishing it. We describe the core conceptual framework of dialogic reflexivity as an approach to cultivating transdisciplinarity, and present how these ideas informed the activities of two seminars. This will be delivered by designers of the workshop, who will also describe the structure and activities of the workshop itself. In addition to articulating theory and practice, this presentation frames the larger symposium, providing a base framework for the three papers to follow, in which workshop participants share their theoretically guided reflections on workshop participation.

Theoretical Framework
This presentation centers two theoretical concepts: Transdisciplinarity and dialogic reflexivity. Discussion of transdisciplinarity draws on established work in this area (e.g. Bernstein, 2015; Klein, 2013) with a focus on Wickson et al. (2006) and their identification of the challenges of transdisciplinarity: integration, self-understanding (or reflection), and paradox. Navigation of these pitfalls can be aided by dialogic reflexivity. Building on dialogic meta-ethnography (Authors, 2021) and informed by the work of Bakhtin (1982) and Gadamer (1998), we conceptualize dialogic reflexivity as a way of coming to new methodological understandings by locating one’s research self in the work of others through dialogue. Further, the challenge of paradox is addressed through the rhizomatic thought of Deleuze and Guattari (1987) that helps to undermine disciplinary binaries and boundaries by emphasizing becoming and emergence. Our workshop aimed to foster possibility and nonlinearity over orthodoxy and disciplinary petrification (Strom, 2018)

Data sources, evidence, objects, or materials
This presentation is largely a theoretical discussion with illustrations of a model of practice. Our description of seminar activities is supported by documentation using photos, participant artifacts, analysis of film recordings, and researcher reflections. Activities described include a modified Critical Friends Group protocol (Windschitl et al., 2011) and a research assemblage activity drawing on Deleuzoguattarian theory to help participants articulate and dialogically blend research methodologies (Authors, 2022).

Warrants for arguments/point of view
Our work represents both a joining and extension of established theoretical perspectives: transdisciplinarity, dialogue, rhizomatic thought, and dialogic reflexivity. One goal of the presentation is to articulate these theoretical perspectives, their connections, and how we have extended them. Further, our discussion of the workshop activities, together with the experiences and reflections presented in the following presentations, support our assertion of the value of this approach for supporting transdisciplinary collaboration.

Scientific or scholarly significance of the study or work
In many ways, transdisciplinary collaboration runs counter to the bounded and siloed status quo of discipline based academic inquiry. If transdisciplinarity is to be cultivated, it helps to have theory, approaches, and models of activity to guide it. This presentation offers these things, with the larger goal of encouraging and enabling greater disciplinarity in educational research.

Authors

• Brandon Sherman, Indiana University - Purdue University at Indianapolis
  Presenting Author

• Kathryn M. Bateman, Museum of Science - Boston
  Non-Presenting Author

• David Steele, Alder Graduate School of Education
  Presenting Author