Bridging Epistemological Divides: Advancing Healing and Justice in Higher Education Through Interdisciplinary Collaboration

• In Event: AERA Roundtable Session Sunday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Collaboration, Kinship, and Healing: Subversive Compliance in Curriculum Studies (Table 9)

Abstract

Purpose
Epistemology, or the study of knowledge and its validity, presents challenges in collaborative academic settings. A mutual understanding of epistemological approaches is essential for fostering effective interdisciplinary collaboration in higher education. This paper contends that without this shared understanding, collaborative efforts are often inefficient (Oudenampsen, 2024). It aims to advance healing and justice by attuning to the complex realities of academic collaborators and exploring disciplinary approaches to knowledge. This focus on bridging epistemological divides seeks to transform academic collaboration, addressing historical biases and injustices, and promoting educational equity.

Context
Higher education institutions emphasize interdisciplinary collaboration to enhance learning, research, and inclusion. However, such efforts often falter without a shared understanding of valid knowledge and research objectives. Ineffective communication across disciplines can result in misaligned discussions and unproductive outcomes (Wickson et al., 2006). This paper examines the challenges of fostering interdisciplinary collaborations in higher education. It highlights the need for healing and justice renewal, addressing how power dynamics and epistemological differences obstruct inclusive and equitable environments. Further, it underscores the importance of inclusion and research to heal historical divides and advance justice within academic communities.

Theoretical Frameworks
Academic disciplines follow unique epistemological norms influencing their methodologies and interpretations. STEMM fields often adopt a positivist epistemology, believing reality can be precisely known through measurement (Koro-Ljungberg & Douglas, 2008). In contrast, fields influenced by postmodern or poststructural thought reject absolute accuracy (Crotty, 1998/2015), presenting collaboration challenges.
Power dynamics complicate academic collaborations. Authors (1990, 2009) explore hierarchical and authority issues in educational collaborative research, showing how power can distort outcomes and hinder integration of diverse epistemological perspectives. This framework emphasizes addressing power imbalances and promoting egalitarian knowledge exploration. Effectively managing epistemological clashes and power dynamics is crucial for successful interdisciplinary collaboration (Wickson et al., 2006). This approach is vital in academic settings, aiming to foster innovation and inclusivity by bridging diverse epistemological backgrounds.

Data Sources
The insights in this chapter are derived from our experiences as academics in diverse settings, including universities and medical schools. These experiences underscore the practical challenges and opportunities in fostering transdisciplinary collaborations that coexist and thrive by integrating multiple perspectives on knowledge creation and application.

Methods for Analysis
We emphasize transdisciplinary collaborations where disciplines are not merely juxtaposed but integrated, learning from and contributing to each other’s methods and insights. This approach is critical in academic settings where collaboration across varied epistemological landscapes is necessary. Our discussion points out that recognizing and addressing epistemological clashes is essential for overcoming barriers to effective collaboration (Wickson et al., 2006).

Significance
Understanding and respecting epistemological diversity enhances academic initiatives by anticipating and mitigating resistance. Dialogue respecting diverse viewpoints fosters innovative solutions and improves educational and research environments. This work contributes to managing diverse perspectives in higher education, emphasizing the importance of addressing social and historical contexts shaping collaboration. By focusing on healing and justice renewal, it advocates for environments that value all participants, especially those from historically marginalized groups. This enhances interdisciplinary interactions and fosters a more inclusive academic culture.

Authors

• Saralyn McKinnon-Crowley, Baylor University

• Sun Young Jeong, Kaiser Los Angeles Medical Center

• Sophia Jeong, The Ohio State University