Interdisciplinarity in Action: The Centre for Contemporary Cultural Studies, 1964-2002

Autor/in	McCulloch, Gary
Titel	Interdisciplinarity in Action: The Centre for Contemporary Cultural Studies, 1964-2002
Quelle	In: Journal of Educational Administration and History, 46 (2014) 2, S.160-173 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2014.889094
Schlagwörter	Foreign Countries; Knowledge Management; Higher Education; Educational History; Interdisciplinary Approach; Teaching Styles; Cultural Education; Intellectual Disciplines; Feminism; United Kingdom (Birmingham); United Kingdom (London) + Suchen Sie Ihr Suchwort? Ausland; Wissensmanagement; Hochschulbildung; Hochschulsystem; Hochschulwesen; History of education; Bildungsgeschichte; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrstil; Unterrichtsstil; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Geisteswissenschaften; Feminismus
Abstract	The Centre for Contemporary Cultural Studies (CCCS) at the University of Birmingham in England, launched in 1964, highlights contested issues of knowledge production in relation to the disciplines in modern universities. It constitutes a fascinating example of the social formation of configurations of knowledge that can be subjected to historical analysis such as those conducted for example by Richard Selleck, Geoff Sherington and other recent historians of education. It enacted an explicit ideal of interdisciplinarity in its approach to research, teaching and social practices, unlike for example educational studies which in the same period generally held to a weaker model of multidisciplinarity. Archival documents and interviews with some of those who were participants or witnesses of its development shed light on CCCS's approach to interdisciplinarity in action. This generated significant works such as "Unpopular education: schooling and social democracy in England since 1944" and a collegial style of teaching and research, but also led to isolation, political vulnerability and its eventual closure in 2002. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10