Disciplinary knowledge is under threat in the modern world. Claims
abound that we are entering a landscape in which the division of
disciplines is obsolete, implying a commitment to outdated values
in scholarship. Notions of 'discipline' are critiqued as reflecting
social power and representing the worldview of dominant social
groups. By addressing and challenging such claims, this edited
collection argues that proclamations of the death of disciplines
have been greatly overstated. Not only are the notions of
disciplinarity still important for understanding how we come to
know the world, but this volume demonstrates how significant
disciplinarity is to understanding different forms of knowledge if
we wish to improve the building of knowledge and educational
practice. Using analytical tools from systemic functional
linguistics theory and social realist sociology, this volume
illustrates how different disciplines can collaborate and
cross-fertilize successfully, without losing their distinctive
insights and disciplinary integrity. The subsequent theory
developed will thereby extend both linguistic and sociological
approaches to the topic and make a major contribution to
educational theory.
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