Gränser för kulturvetenskaplig kunskapsbildning?

Abstract

Some findings from the project “The contents and organization of cross boundary learning” are reported and made relevant to the question of how to think the future of learning and pedagogy in cultural studies. In the project, the focus was on “boundary work” in interdisciplinary undergraduate programmes at two Swedish universities. The following three questions are addressed: Are concepts and other language practices of curricular change of any importance? How can we identify interdisciplinarity in a multidimensional grid? Are the limits and boundaries in higher education only those that derives from the inside of the academic world, or also those from the outside?