EDUCATIONAL CHANGE AND RETHINKING DISCIPLINARITY: A CONCEPT ANALYSIS

Authors

  • Aron Rosenberg McGill University
  • Lisa Starr McGill University

Keywords:

concept analysis, cross-curricular, disciplinarity, educational change, educational reform, interdisciplinary, interdisciplinarity, NEXTschool, pedagogy, Québec, secondary school

Abstract

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.

Author Biographies

Aron Rosenberg, McGill University

ARON ROSENBERG is a high school teacher and a doctoral student in the Department of Integrated Studies in Education at McGill University. His research focuses on critical digital literacy education and the social and environmental justice implications of using digital technologies. Recent publications have focused on systems-level educational reform and informal learning in community gardens

Lisa Starr, McGill University

LISA STARR is an Assistant professor at McGill University in the Department of Integrated Studies in Education (DISE) and the Director of the Office of Internships and Student Affairs. She is also the Past President of the Canadian Association for the Study of Women and Education (CASWE). Her current research focuses are on the relationships between leadership and gender equity and on the use of autoethnography and self-study as means to investigate, understand and make meaning of the intersections inherent in 21st century leading and learning.

Downloads

Published

2021-02-08

How to Cite

Rosenberg, A., & Starr, L. (2021). EDUCATIONAL CHANGE AND RETHINKING DISCIPLINARITY: A CONCEPT ANALYSIS. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 55(1). Retrieved from https://mje.mcgill.ca/article/view/9666

Issue

Vol. 55 No. 1 (2020)

Section

Articles

License

Copyright (c) 2021 McGill Journal of Education / Revue des sciences de l'éducation de McGill

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Those wishing to reproduce all or part of any material published on this website are asked to email mje.education@mcgill.ca for permission and to acknowledge the McGill Journal of Education as the original source.

Authors must transfer copyright of their article to MJE. Authors may use all or parts of their work in any future publication with the article's origin in MJE acknowledged in the customary manner.

A copy of our standard form may be requested from mje.education@mcgill.ca