skip to main content
Language:
Search Limited to: Search Limited to: Resource type Show Results with: Show Results with: Search type Index

Discipline and Prosper? A Case Study of Interdisciplinary Environments in English Literature Master's Level Courses in Sweden

Nordic Journal of English Studies, 2021, Vol.20 (2), p.207 [Peer Reviewed Journal]

COPYRIGHT 2021 Goeteborgs Universitet, Engelska Institutionen ;Copyright University of Oslo 2021 ;ISSN: 1502-7694 ;ISSN: 1654-6970 ;EISSN: 1654-6970

Full text available

Citations Cited by
  • Title:
    Discipline and Prosper? A Case Study of Interdisciplinary Environments in English Literature Master's Level Courses in Sweden
  • Author: Langum, Virginia ; Sullivan, Kirk P.H
  • Subjects: Case studies ; Comparative literature ; education ; Education, Higher ; Educational technology ; English literature ; English literature pedagogy ; epistemological insight ; Graduate studies ; Higher education ; Interdisciplinary aspects ; interdisciplinary education ; language teaching and learning ; Literature education ; Medicine ; online education ; pedagogik ; Psychology ; språkdidaktik
  • Is Part Of: Nordic Journal of English Studies, 2021, Vol.20 (2), p.207
  • Description: Interdisciplinarity has emerged as a major trend both in Swedish academia and abroad. While the value of interdisciplinary contributions to research has long been acknowledged, others worry about the waning of disciplinary specific training in higher education. Arguments both for and against interdisciplinary teaching environments have been raised. How does an interdisciplinary teaching environment impact the study of English literature? This article studies two online master's courses at a Swedish university: Narrating Madness in Literature and Culture and Literature and Disability. These two master's level courses knit English literary studies with other research fields, such as disability studies and medicine. These courses draw students from a variety of disciplines, such as psychology, social work and pedagogy, as well as English and comparative literature backgrounds. In this article, we examine the seminar fora from the two courses. We ask: how does the interdisciplinary environment contribute to knowledge construction and how does the disciplinary background (English literature or non-English literature) of students influence participation and performance in the course? While the courses resulted in 'epistemic insight' and knowledge construction, we found that improvements could be made to support students from non-English literature backgrounds. We conclude this article with some suggestions.
  • Publisher: Oslo: Goeteborgs Universitet, Engelska Institutionen
  • Language: English
  • Identifier: ISSN: 1502-7694
    ISSN: 1654-6970
    EISSN: 1654-6970
  • Source: Alma/SFX Local Collection
    SWEPUB Freely available online
    DOAJ Directory of Open Access Journals
Back to results list
INSPIRE LIBRARY - TON DUC THANG UNIVERSITY (84-028) 37 755 057 Feedback
19 Nguyen Huu Tho St. Dist.7, HCM thuvien@tdtu.edu.vn

Copyright © 2017 INSPIRE LIBRARY - TON DUC THANG UNIVERSITY

Searching Remote Databases, Please Wait