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What divides us and what unites us?

What divides us and what unites us? Advances in Health Sciences Education (2020) 25:1019–1023 https://doi.org/10.1007/s10459-020-10016-9 EDITORIAL 1 2 3 Rachel Ellaway  · Martin Tolsgaard  · Maria Athina Martimianakis Accepted: 4 November 2020 © Springer Nature B.V. 2020 There are so many things that divide us as a scholarly community. We come from different health professions and hold different views of how health professionals should be trained. We work in different research paradigms and promote different views on what education research should focus on. We are influenced by and have influence on the different par - ticipants in these working contexts. We work in different contexts (educational, healthcare, regional, and national) that are further delimited by the cultures, languages, resources, regulations, and values they encompass. This diversity can be challenging to accommo- date, not least because of the perennial tensions between attending to specific contextual issues and building a common scientific discourse—the idiographic-nomothetic dialectic is always with us. In some ways this reflects some of the paradoxes of identity politics: we want to defend and even celebrate those things that make us different, and yet, without collective action and a commitment to scholarly collaboration and mutual respect we have nothing. In this special anniversary issue of Advances we present a collection http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Advances in Health Sciences Education Springer Journals

What divides us and what unites us?

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References (13)

Publisher
Springer Journals
Copyright
Copyright © Springer Nature B.V. 2020
ISSN
1382-4996
eISSN
1573-1677
DOI
10.1007/s10459-020-10016-9
Publisher site
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Abstract

Advances in Health Sciences Education (2020) 25:1019–1023 https://doi.org/10.1007/s10459-020-10016-9 EDITORIAL 1 2 3 Rachel Ellaway  · Martin Tolsgaard  · Maria Athina Martimianakis Accepted: 4 November 2020 © Springer Nature B.V. 2020 There are so many things that divide us as a scholarly community. We come from different health professions and hold different views of how health professionals should be trained. We work in different research paradigms and promote different views on what education research should focus on. We are influenced by and have influence on the different par - ticipants in these working contexts. We work in different contexts (educational, healthcare, regional, and national) that are further delimited by the cultures, languages, resources, regulations, and values they encompass. This diversity can be challenging to accommo- date, not least because of the perennial tensions between attending to specific contextual issues and building a common scientific discourse—the idiographic-nomothetic dialectic is always with us. In some ways this reflects some of the paradoxes of identity politics: we want to defend and even celebrate those things that make us different, and yet, without collective action and a commitment to scholarly collaboration and mutual respect we have nothing. In this special anniversary issue of Advances we present a collection

Journal

Advances in Health Sciences Education – Springer Journals

Published: Nov 30, 2020

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