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  3. 7. Integrating ethnographic and physical science methods in interdisciplinary research projects: Reflections on pedagogy and practice for ‘deep interdisciplinary’ engagement within the Sajag-Nepal Project
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Integrating ethnographic and physical science methods in interdisciplinary research projects: Reflections on pedagogy and practice for ‘deep interdisciplinary’ engagement within the Sajag-Nepal Project

  • Amy Leigh Johnson(author)
  • Katie Oven(author)
  • Nick Rosser(author)
  • Dipak Basnet (author)
  • Nyima Dorjee Bhotia (author)
  • Tek Bahadur Dong (author)
  • Anuradha Puri (author)
  • Sunil Tamang(author)
  • Mark Kincey(author)
Chapter of: The Field Guide to Mixing Social and Biophysical Methods in Environmental Research(pp. 119–144)
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Title Integrating ethnographic and physical science methods in interdisciplinary research projects
SubtitleReflections on pedagogy and practice for ‘deep interdisciplinary’ engagement within the Sajag-Nepal Project
ContributorAmy Leigh Johnson(author)
Katie Oven(author)
Nick Rosser(author)
Dipak Basnet (author)
Nyima Dorjee Bhotia (author)
Tek Bahadur Dong (author)
Anuradha Puri (author)
Sunil Tamang(author)
Mark Kincey(author)
DOIhttps://doi.org/10.11647/obp.0418.07
Landing pagehttps://www.openbookpublishers.com/books/10.11647/obp.0418/chapters/10.11647/obp.0418.07
Licensehttps://creativecommons.org/licenses/by-nc/4.0/
CopyrightAmy Johnson; Katie Oven; Nick Rosser; Dipak Basnet; Nyima Dorjee Bhotia; Tek Bahadur Dong; Anuradha Puri; Sunil Tamang; Mark Kincey;
PublisherOpen Book Publishers
Published on2025-02-25
Long abstract

Researchers and ‘in-country’ Research Associates in interdisciplinary teams combine expertise and experience to tackle transdisciplinary problems. However, there is little instruction available to guide researchers or Research Associates when stepping outside disciplinary comfort zones. The authors discuss how a Critical Physical Geography approach supported team members in developing boundary crossing research in the Sajag-Nepal project. They share three pedagogical moments in team training and effects: 1) Knowledge (learning across disciplines); 2) Sensibility (ethnography as a stepping stone for interdisciplinary fieldwork); and 3) Practices (sensing landslides). Personal reflections from Sajag-Nepal Research Associates underscore lessons learned. It is argued that the purpose of interdisciplinary training is less to teach methods than it is to foster appreciation and curiosity about disciplinary boundary experiences in shared practice contexts. It is essential to invest time and attention to the pedagogy of interdisciplinarity to create equitable fields of knowledge, sensibility, and practice among team members.

Page rangepp. 119–144
Print length26 pages
LanguageEnglish (Original)
Locations
Landing PageFull text URLPlatform
PDFhttps://www.openbookpublishers.com/books/10.11647/obp.0418/chapters/10.11647/obp.0418.07Landing pagehttps://books.openbookpublishers.com/10.11647/obp.0418.07.pdfFull text URL
HTMLhttps://www.openbookpublishers.com/books/10.11647/obp.0418/chapters/10.11647/obp.0418.07Landing pagehttps://books.openbookpublishers.com/10.11647/obp.0418/ch7.xhtmlFull text URLPublisher Website
Contributors

Amy Leigh Johnson

(author)
Assistant Professor of Anthropology at Georgia College & State University
https://orcid.org/0009-0003-8865-3523

Katie Oven

(author)
Assistant Professor, Human Geography, Policy and Development at Northumbria University
https://orcid.org/0000-0002-3363-8604

Nick Rosser

(author)
Professor of Geography at Durham University
https://orcid.org/0000-0002-1435-2512

Dipak Basnet

(author)
Research Associate at Social Science Baha

Nyima Dorjee Bhotia

(author)
Research Associate at Social Science Baha

Tek Bahadur Dong

(author)
Research Associate at Social Science Baha

Anuradha Puri

(author)
Research Associate at Social Science Baha

Sunil Tamang

(author)
PhD Candidate in Water Resource Management at University of Canterbury
https://orcid.org/0000-0002-0761-0528

Mark Kincey

(author)
Lecturer in Physical Geography at Newcastle University
https://orcid.org/0000-0002-9632-4223
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