Revisiting Interdisciplinarity in Geography: A Qualitative Study of the “Third Conversation” in Indian Higher Education

Abstract

Collaborative efforts between multiple disciplines have increased in importance when solving global challenges such as climate change, urbanization, pollution and environmental degradation, and social inequality. Geography, which includes both social sciences and natural sciences, is uniquely positioned among disciplines that allow interdisciplinary scholarship to occur. This paper presents a critical analysis of Simon and Graybill’s (2010) concept of the “third conversation,” which promotes normative evaluation of the interdisciplinary experience through reflexive processes. The author undertakes an in-depth qualitative analysis of the actual article to identify the conceptual framework, methodology, and findings. The findings of the analysis present several of geography’s strengths, including integrative methods and spatial relationships; however, barriers and ambiguities impair geographical communications. The relevance of the use of interdisciplinary ideas is supported by the recent release of the National Education Policy 2020 in India, yet there are still institutional and methodological barriers present. The author concludes that the “third conversation” is a remarkable model to propose better interdisciplinary collaboration through reflexive practice and communication.