The Interdisciplinary Witness: Interdisciplinary Pedagogy and Speaking the New

Sierra, M and Wise, C 2018, 'The Interdisciplinary Witness: Interdisciplinary Pedagogy and Speaking the New' in Sierra M, Wise K (ed.) Transformative Pedagogies and the Environment, Common Ground Publishing, United States, pp. 11-30.


Document type: Book Chapter
Collection: Book Chapters

Title The Interdisciplinary Witness: Interdisciplinary Pedagogy and Speaking the New
Author(s) Sierra, M
Wise, C
Year 2018
Title of book Transformative Pedagogies and the Environment
Publisher Common Ground Publishing
Place of publication United States
Editor(s) Sierra M, Wise K
Start page 11
End page 30
Subjects Art Theory
Summary Interdisciplinarity has become an increasingly important goal for both industries and universities around the world, championed as a necessity if the "wicked problems" of our times are to be addressed. Creative practices such as art and architecture have long histories of interdisciplinarity and therefore play an important role in preparing students for careers that will necessarily be situated in an environmentally challenged future. This chapter cites several art projects that collaborated across art, architecture, science and engineering, and which in turn engaged transformative pedagogical approaches to connect audiences and students with ecological imperatives. The case studies demonstrate different interdisciplinary perspectives and methodologies being effectively combined in the making of contemporary art and design. As institutions, universities have always been characterised by the evolution, splitting, and reforming of disciplines such that "routine interdisciplinarity" driven by emerging challenges is a defining feature (Davies & Devlin, 2010). Boyer acknowledged this imperative in his seminal 1990 report for the Carnegie Foundation for the Advancement of Teaching, where he introduced the notion of a scholarship of integration: "the work of the scholar also means stepping back from one's investigation, looking for connections, building bridges between theory and practice" (Boyer, 1990). This model of research through "integration" and of engaging theory with practice is a feature of the inquiry-based learning processes that characterise the pedagogic objectives of projects undertaken at several Australian art and design schools. For this chapter, examples include Monash Art Design Architecture (MADA) at Monash University, Tasmanian College of the Arts at the University of Tasmania, UNSW Art & Design, and the Victorian College of the Arts at the University of Melbourne. In all of these institutions, far-reaching collaborative approaches engage with real-wo
Copyright notice © Marie Sierra and Kit Wise, eds 2018
ISBN 9781863350105
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