ERIC Number: EJ1295210
Record Type: Journal
Publication Date: 2020
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1916-0666
EISSN: N/A
Available Date: N/A
Educational Change and Rethinking Disciplinarity: A Concept Analysis
Rosenberg, Aron; Starr, Lisa
McGill Journal of Education, v55 n1 p151-175 2020
This article analyzes the potential for reshaping disciplinary divides by engaging with theories and movements that relate to educational change. Generating educational structures that diverge from conventional discipline-based models are a common way of attempting contemporary educational reforms. Interdisciplinary approaches are analyzed in this paper relative to theories of change in the context of secondary level education, with a focus on Québec, Canada. The purpose of this article is to understand and give meaning to the concept of interdisciplinarity within educational change and reform. This exploration proposes a conceptual map for understanding educational change efforts that aim towards rethinking disciplinarity. A model case, NEXTschool, is included to illustrate the applied relevance of the theories and ideas explored in this paper.
Descriptors: Educational Change, Secondary Education, Foreign Countries, Interdisciplinary Approach, Concept Mapping, Educational Theories, 21st Century Skills, Systems Approach, Ecology, Activism
McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A
Author Affiliations: N/A