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Bridging Disciplines and Borders: A Case Study on Refugee Integration in Education

Professor Geri Smyth from the School of Education at the University of Strathclyde explores the complexities of interdisciplinary and international collaboration in education. This case study on a Refugee Integration project examines the motivations behind collaboration, the challenges faced, and the potential outcomes of bridging gaps between various academic fields and countries. It highlights the significance of shared knowledge, creative problem-solving, and mutual understanding in addressing contemporary issues in education. The project involves collaboration among disciplines such as sociology, law, and creative arts across multiple countries.

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Bridging Disciplines and Borders: A Case Study on Refugee Integration in Education

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  1. Research with ‘other’ disciplines and ‘other’ countries Professor Geri Smyth School of Education University of Strathclyde

  2. Queries and a Case Study • Why? • How? • Problematising the concept • Conceptualising the problems • Case Study – Refugee Integration project

  3. Why? • Funder imperatives • Sharing of knowledge base and research skills • Creative approach to specific issue • Development of existing collaboration (not research based) • Do these reasons conflict; produce different outcomes? • Are there other reasons?

  4. How? • Internally funded project • Bridging the Gap • Externally funded project • NordForsk • FP7 • Unfunded collaboration • Teachers in TV project • Joint supervision of research students • Formal / informal • And other models?

  5. Problematising the concept • If we are convinced of the need to work with ‘other’ disciplines, what is ‘our’ discipline? • What is your academic identity? • Is a project multidisciplinary if there is a collaboration between a sociologist and an educational sociologist? / between a Department of Linguistics and Linguists in a Department of Education? • What does Education bring to the collaboration? • Are there specific fields of expertise? • Why do ‘other’ disciplines want to work with Education? • Which country are you representing in an international collaboration? • Europe; UK; Scotland --- • What are the languages of the collaboration? • Formally and informally • Where do you position yourself in the collaboration? • UK centric; UK peripheral; Eurocentric

  6. Conceptualising the Problems • What is most important: the outcome; the process; the future engagement? • How is mutual understanding gained? • How are differing perspectives acknowledged as offering added value? • How are conflicting imperatives addressed?

  7. Conceptualising the Problems in 2013 UK • Who owns the research? • Where do you publish? • Joint authorship • Future Impact • Is the UK one country? • Which collaborations count?

  8. Refugee Integration: a case study • Funded by Institute for Advanced Studies • Now Insight Institute • Multidisciplinary • Education; Law; Business; Sociology; Human Geography; • Modern Languages; Creative Arts • Multinational • Scotland, England, Sweden, Slovenia, Croatia, Australia, Canada • Multi-sectored • University, EU, UK, Scottish and local government, 3rd sector agencies

  9. Refugee Integration: a case study • Not an empirical research project • Seminar based • Hosted by different partners • Range of outcomes • Performance • Annotated bibliography • Special Issue Journal of Refugee Studies • Continuing collaborations

  10. Best Practice • What are the key issues in effective multi-disciplinary/multi-national/multi-agency research?

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