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ERIC Number: EJ1133217
Record Type: Journal
Publication Date: 2017-Apr
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1474-0222
Towards a Model of Teaching Disciplinary Boundaries--History with Literature and Literature with History: Theoretical Implications
Schwieler, Elias; Ekecrantz, Stefan
Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, v16 n2 p141-155 Apr 2017
In this article it is argued that students can gain a better understanding of both inter- and intra-disciplinary boundaries by inquiring into a single salient point where two disciplines may only partially intersect. Building on Marton's variation theory and Vygotsky's notion of articulation, a teaching model is presented and exemplified by disciplinary intersections regarding narration and narrativity in Literature and History. This is done specifically by investigating the theoretical implications of Shoshana Felman's notion of "key narratives" using William Faulkner's novel "Absalom, Absalom!". The "key narrative" concept is adapted for the specific purpose of analyzing the practice of narratives in the disciplines Literature and History, respectively. It is suggested that Faulkner's novel seen as such a narrative explores pertinent questions concerning disciplinary boundaries for graduate and post-graduate students with a developed disciplinary identity in either of these disciplines.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A