ABSTRACT
In this chapter, the authors discuss how working across disciplines and cultural contexts allowed us to study perspectives of family members, educators, and caregivers of young children and/or older adults on their experiences with intergenerational activities. The conceptual frameworks and processes that formed our cross-disciplinary and cross-cultural research include grounded theory, research contexts, construction of represented knowledge, and education diplomacy as a tool for intergenerational scholarship. Cross-cultural relationships were a key component of our research. Cross-cultural research requires negotiation through common language. Seeking communication formats word and text required flexibly approaching visual artists and inquiring about their interests in cross-disciplinary collaboration. The construction of explanatory grounded theory involved converting data; analyzing data across disciplines; seeking feedback from participants and artists; and using text, stories, and visual art to illustrate perspectives on the meanings of intergenerational activities. In some cases they added further knowledge to confirm findings more deeply.
