Governing Interdisciplinarity
Stakes and Translations of Interdisciplinarity in Danish High School education Ryberg, Marie
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Ryberg, M. (2020). Governing Interdisciplinarity: Stakes and Translations of Interdisciplinarity in Danish High School education. Copenhagen Business School [Phd]. PhD Series No. 11.2020
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STAKES AND TRANSLATIONS OF INTERDISCIPLINARITY IN DANISH HIGH SCHOOL EDUCATION
GOVERNING
INTERDISCIPLINARITY
Marie Larsen Ryberg
CBS PhD School PhD Series 11.2020
PhD Series 11-2020GOVERNING INTERDISCIPLINARITY. STAKES AND TRANSLATIONS O INTERDISCIPLINARITY IN DANISH HIGH SCHOOL EDUCATIONF
COPENHAGEN BUSINESS SCHOOL SOLBJERG PLADS 3
DK-2000 FREDERIKSBERG DANMARK
WWW.CBS.DK
ISSN 0906-6934
Print ISBN: 978-87-93956-32-2 Online ISBN: 978-87-93956-33-9
Enfocuss Softwaree - Customerr Support
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Marie Larsen Ryberg
Governing Interdisciplinarity
Stakes and translations of interdisciplinarity in Danish high school education
1st edition 2020 PhD Series 11.2020
© Marie Larsen Ryberg
ISSN 0906-6934
Print ISBN: 978-87-93956-32-2 Online ISBN: 978-87-93956-33-9
The CBS PhD School is an active and international research environment at Copenhagen Business School for PhD students working on theoretical and empirical research projects, including inter- disciplinary ones, related to economics and the organisation and management of private business- es, as well as public and voluntary institutions, at business, industry and country level.
All rights reserved.
No parts of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information
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47 Part I, entitled “A history of interdisciplinarity and its reconfigurations in Danish high school education,” constitutes the second re-routing endeavor, comprising a genealogic study of interdisciplinarity in the context of Danish high school education since the term was first discussed in the 1950s. This part pursues the legacy of interdisciplinarity in a Danish high school context to gain a more profound understanding of the specific space of possibility of governing interdisciplinarity after the 2005 reform. Paying close attention to the different problems and solutions, ideas and techniques that have accompanied the notion since it emerged in the 1950s, this part identifies three moments at which interdisciplinarity appears in new configurations with new aims and means, each of which is discussed respectively in chapters 2, 3 and 4.
The first of these chapters, “The new high school” (Chapter 2), describes how the notion of interdisciplinarity in Danish high school education emerged as part of a preoccupation with educational reform in the 1950s and was first institutionalized with the curriculum plans of 1960. This chapter shows how a group of progressive intellectuals and teachers promoted interdisciplinarity in connection with their preoccupation with democratizing the education system and its educational methods in the years following World War II. The chapter also shows how in this moment interdisciplinarity was associated with ideas of unity and independent thinking, and discusses the concrete arrangements through which interdisciplinarity was meant to take place, namely curriculum coordination and a book on the European history of ideas.
Chapter 3, “Interdisciplinarity and society”, locates a second moment of engagement with interdisciplinarity in the years around the student riots of 1968. The chapter shows how another group of progressive teachers and intellectuals took over the interdisciplinarity agenda, building on similar progressive educational theories and democratization issues but emphasizing the experimental and participatory prospects of interdisciplinarity and relating it to visions of emancipatory and consciousness-raising pedagogy. The chapter considers the central technique through which interdisciplinarity was meant to take place at the time, namely an adapted version of Dewey’s technique of self-directed work with a problem into what was termed “problem-oriented project work,”
now justified in a Marxist-inspired critique of disciplines for reproducing bourgeois knowledge.
48 Chapter 4, “Interdisciplinarity for the knowledge economy,” discerns a third moment of engagements with interdisciplinarity leading to the high school reform of 2005. This chapter traces out the 1990s’ preoccupation with interdisciplinarity in Danish high school education, showing how the notion was tied to ideas of innovation and competition in what was described as a global knowledge economy, but also how it coincided with the rising concerns about accountability and performance measurement sparked by the OECD’s transnational comparison of educational performance through the PISA program.
Part I, thus, offers an understanding of the stakes of interdisciplinarity at the time of the 2005 reform. Routing through the different configurations of interdisciplinarity in Danish high school education, these chapters shed new light on the legacy of the notion in different progressive engagements with education as well as the interrelations between preoccupations with interdisciplinarity in the social sciences and the politics of Danish high school education. Yet, the chapters also show what has been displaced, translated, lost and added in the reconfigurations of interdisciplinarity, and how the means and ends of interdisciplinarity have changed substantially in the course of this period. As such, these chapters allows for an appreciation of the specific character of the arrangements through which interdisciplinarity was governed after the reform of 2005.
Part II, called “Governing interdisciplinarity after 2005” represents the third re- routing endeavor. These chapters approach the governing of interdisciplinarity in the wake of the 2005 reform by examining the more obscure practical arrangements that came to view during my ethnographic fieldwork at a Danish high school from 2012 to 2013. Drawing on studies of everyday interactions as well as archival work, these chapters follow a route through the stakes and translations of the practical arrangements of interdisciplinarity, bringing to light the apparatuses and sticky entanglements of its configuration at this time.
The first of these chapters, “The core of disciplines” (Chapter 5), examines the preoccupation of teachers and managers with what they called the disciplines’ core in relation to governing interdisciplinarity. Following the trajectory of this notion of the core of disciplines in Danish educational debates, the chapter shows how this idea emerged ten years earlier in a political intervention intended to ensure accountability in the wake of the (re)engagement with interdisciplinarity in Danish science and education. The chapter shows how these issues of accountability were translated into teachers’ and managers’
49 work to develop the “core of disciplines,” demonstrating how this involved molding disciplinary knowledge into explicit propositions and definite methods so they could perform as a “tool” or “looking glass,” as disciplines were sometimes described, in arrangements of interdisciplinarity. The chapter argues that this work with the core of disciplines is telling of the specific arrangements of interdisciplinarity at this moment, through which disciplines are enacted as applicable and thus productive perspectives. The chapter suggests that one implication of this way of governing interdisciplinarity is what some teachers describe as a sense of being the perpetual whore of another discipline.
Chapter 6, “The complex problem,” examines the technique of the problem, which is key in the practical governing of interdisciplinary assignments after 2005. Dissecting the different discourses and practical arrangements surrounding the problem, the chapter sketches out three different conjunctions of means and ends that co-exist under the rubric of the problem. The chapter points to one such conjunction related to a discourse on innovation, and another related to a discourse emphasizing self-directed and critical problem formulation similar to that of the 1970s’ problem-oriented project work. Yet, a third such conjunction appears in the mundane practical arrangements of project assignment supervision, where the problem is used as a device for combining two disciplines into one interdisciplinary assignment. The chapter shows how such arrangements tend to replicate certain problems that teachers find to be neither strikingly innovative nor immediately prone to self-directed or critical inquiries, but whose primary quality is that they allow two specific disciplines to be applied and combined. The chapter argues that this tendency for combinatory problems to emerge results from their entanglement in the specific arrangements of interdisciplinarity at this moment in time, arrangements through which disciplines are enacted as applicable and thus productive perspectives on a complex problem. It contends that this particular configuration of the complex problem indicates how progressive ideas of education, democracy, independent thinking or emancipation once closely connected to the idea of self-directed work with a problem have transformed, as this technique became entangled with current discourses on innovation and new performance-efficient arrangements.
Chapter 7, “Definite steps towards the unknown,” similarly considers the contradictions and unexpected alliances engendered in the more obscure practical arrangements of interdisciplinarity. The chapter examines the prominence of an
50 assessment tool from the 1950s, Bloom’s taxonomy, in the structuring of interdisciplinary project assignments in Danish high school education after 2005. Asking how an assessment tool came to figure as a key technique for governing interdisciplinarity in Danish high school education, the chapter traces the stakes and translations of this taxonomy in Danish pedagogical debates and its specific configuration after 2005. The chapter argues that the version circulating in the Danish high school after 2005 – which depicts learning as having an unknown endpoint and as being a tractable step-by-step process with definite stages – is indicative of the ways in which the progressive educational approaches have become entangled with arrangements of performance- governance.
Part II, thus offers an understanding of the range of phenomena, discourses, ideas and delicate regulatory techniques that went into the day-to-day arrangements of interdisciplinarity, putting on display the entanglements and contradictions characterizing its specific configuration after 2005. Indeed, these chapters allow for an understanding of the ways in which ideas and techniques, which were the very objects of critique in earlier preoccupations with interdisciplinarity, are now key to its practical arrangements.
The conclusion considers the different re-routings of the thesis and the re-description of the governing of interdisciplinarity in Danish high school education they allow for. It further discusses the relation between the discourse on interdisciplinarity in Danish high school education and Latour’s analytics of translation as a case of the predicament in which the social sciences find themselves as regards their role in a continuous re- organization of knowledge-making. Finally, it draws on the analytical insights gained throughout the thesis to call for a rethinking of interdisciplinarity.
But before getting thus far, I will first embark on the initial re-routing endeavor, namely a genealogy of the notion of interdisciplinarity, which focuses on the interrelations between the politics of education and the fields of philosophy, science and the social sciences over the last century.
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