Week 31 Crossing the Boundaries

Crossing the Boundaries



Andrews (1990) defines interdisciplinary collaboration as occurring "when different professionals, possessing unique knowledge, skills, organizational perspectives, and personal attributes, engage in coordinated problem solving for a common purpose" (cited in Berg-Weger &. Schneider, 1998).
  Using this definition, I quickly realise that not all of my connections fit the model. Some of the tentative connections that are being made are not a fit with the "professional" label. This makes me wonder whether the model is complete, or whether , as professionals, we are protecting our domain. Perhaps a little nervous of the implications of anywhere, anytime and with anyone education that may threaten our very existence.
  That aside, I feel that our school have, like many others, become champions of the integrated curriculum but are just dabbling in the truly interdisciplinary collaboration. The most likely next step for me is to jump, boots and all, into the developing Community of Learners (CoL) being formed, which includes our primary school and two other state primary schools, one state intermediate school, two state secondary schools and nine early childhood education providers. (http://shapingeducation.govt.nz/guiding-the-process-of-renewal/find-my-school/linwood-learning-community-cluster).

We need to invest the necessary time and energy required to collaborate, plan, problem solve and create a working model that will allow for;

1. innovative delivery of programmes

2. student agency

3. meaningful extension, remedial and alternative programmes for students

4. possibilities of community education projects inclusive of whanau/parents

5. development of programmes that enrich and extend all curriculum areas .

So easy to list these lofty goals. Realistically we have started with baby steps. While the CoL forms we are making small connections. a small group of mathematicians attending the college once a week. Students from the college helping light up our Wearable Arts , Music and Dance Artstravaganza. Meetings are happening, information sharing, applications being asked for jobs in the CoL that don't have a job description because no-one actually knows what the job entails.

Time to be brave. Time for early adoptors to jump right in. Maybe.

I think that wise heads need to prevail. We need to proceed and problem solve. Look at models that have worked e.g. The Ross Spiral Curriculum, learn from others, but don't be afraid to learn, to make mistakes, to learn some more and to proceed.

Sounds amazing. Sounds like the future. So what could go wrong?

The experimentation phase is fraught with danger. We must know what we are doing and why we are doing it. We need to ensure that no harm is done while we play around with students futures. Will we be able to work together and ensure that learning doesn't become a diluted version of what it should be? Will relationships and pastoral care be preserved with movement between campuses or online interaction without the human touch? What effect will the digital curriculum have? How will a career framework adapt to this way of doing things? Can ECE, NZEI and PPTA really work together, or will their be a major overhaul to combine these groups?

I don't have the answers. My crystal ball is misted up and my tardis is being overhauled.

The best I can do is to believe that people with passion can work together for the greater good by researching, developing sound pedagogy and adapting and adopting best practice.

Casey Jones (2010) Interdisciplinary Approach - Advantages,Disadvantages, and the Future Benefits of Interdisciplinary Studies. Education 1100.