Very good friend of mine and colleague is looking for papers for the session he plans to organise at RGS-IBG Annual Conference, Royal Geographical Society, London. Please see the call below and share within your networks.
Call for Papers (Deadline Monday 6th February 2017)
The interdisciplinary field: destabilizing knowledge production through practice
Organisers: Chris Perkins (University of Manchester, email@example.com); Sybille Lammes (University of Warwick, S.Lammes@warwick.ac.uk); Jana Wendler (University of Warwick, firstname.lastname@example.org).
Geographers have a long tradition of making and ‘doing’ knowledge through field investigations, both in their research and in pedagogic encounters (see Phillips and Johns 2012). Increasingly field practice is taking on a more reflexive approach in which the positionality of the researcher and/or teacher is considered vis à vis ‘others’, be they local people, research subjects or students (see for example Griffiths 2016). At the same time, field sites have historically largely been constructed by disciplines, for disciplines. Yet there is also an increasing interest in collaboration between geographers and other disciplines (for recent examples see Schaaf, Worrall-Hood and Jones 2016; Walsche 2016; Revell 2016). Interdisciplinarity is very much on the agenda (see Domosh 2016). Multi-disciplinary collaborations in the field can contribute towards impact agendas that deliver real world multi-faceted outcomes. Graduate and undergraduate learning can benefit from experiencing novel skill sets (Hedburg II et al 2016). So research and learning in the field can valorize inter-disciplinarity and trans-disciplinary work, as somehow more real, or useful.
This session brings these two tropes together by focusing on how disciplinary relations and translations may be played out in field contexts. We invite papers reflecting on disciplinary practices through which knowledge is created, and which focus on how disciplinary norms govern what is done, or which influences or constitutes research or learning practice. We are interested in contributions that adopt a critical approach to the field, but which focus on disciplinary difference and (in)compatibility, in accounts of field encounters between different disciplines. What tensions emerge when different knowledge communities come together? Which field practices are most productive? How might disciplinary norms be subverted? Whose field is it anyway?
Topics might include, but are not limited to:
- Methodological difference in the field
- Sensory modalities and ways of attending to the field
- Ethical field issues across disciplines
- The positionality of the researcher/teacher in the field
- Experimental skill sets for field work
- Technologies and the affordances they offer for field work
- The power relations implicit in the construction of field knowledge
- Field encounters across disciplinary boundaries
- Possibilities of resistance to disciplinary field norms
- Radical research and pedagogy: unlearning the field
- Mapping the field: spatialities
- Moving the field: mobilities and embodied field actions
- Processing and practicing: the field event
- Affective understandings of field work and play
Instructions for Authors
Please submit title, name & affiliation and an abstract of no more than 250 words to email@example.com by Monday 6th February.