Abstract
This chapter explores the meaning of the term “scholarship of integration.” In doing so, it uses self-investigation (reflective practice) to chart the first-named author’s journey in the scholarship of integration. It also suggests a theoretical approach based on institutional logics, and it unpacks two generic skills that the authors consider to be particularly critical to the practice of this scholarship: precision and multiplicity. Applying a different logic to a maze helps to highlight paths not perceived by an original logic—those camouflaged by rituals or taboos, and hidden traps. Traversing the scholarship of integration carries its own risks and requires its own specialised skills.
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Somasundaram, J., Howard, P., Reed, R.H. (2016). Navigating the Scholarship of Integration: Insights from a Maze. In: Rossi, D., Gacenga, F., Danaher, P. (eds) Navigating the Education Research Maze. Palgrave Studies in Education Research Methods. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-39853-2_5
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