Many opportunities for more integrated teaching that better capture the interdisciplinary nature of contemporary scholars' work and better achieve the aims of liberal arts education still remain untapped, particularly at smaller schools where combined departments are often necessary. The disciplinary boundaries between history and sociocultural anthropology have become increasingly blurred in recent decades, a trend reflected in scholarly work that engages with both fields, as well as dual-degree graduate programmes at top U.S. research universities. For many scholars, this interdisciplinarity makes sense, with the two disciplines offering critical theoretical tools and methods that must be used in combination to tackle effectively the questions they pursue. This article asks why this interdisciplinarity, so central to professional pursuits of both historians and anthropologists, is significantly less present in the undergraduate classroom. Housed in one of the only joint History and Anthropology departments in the U.S., we detail our own efforts to make the chance joining of our disciplines pedagogically meaningful.
Rethinking combined departments: An argument for History and Anthropology
Ageeth Sluis and Elise Edwards
On Interdisciplinarity and Models of Knowledge Production
Elena Khlinovskaya Rockhill
The six UK Genetics Knowledge Parks (GKPs) were shaped and governed by two frameworks: a 'need' to harness 'new genetics' and the relations of accountability as seen in the context of entrepreneurial government. The remit of the Cambridge GKP (CGKP) was to develop public health genetics by building on the concepts of partnership and interdisciplinarity. In the course of its work, the CGKP emphasized the virtues of 'change management', seen as distinct from, and opposed to, an academic model of knowledge production. However, the model that the CGKP actually created was a research/management hybrid that resisted quality assurance checks developed for each model (research and management), presenting a formidable challenge for the evaluation and assessment of the CGKP's work.
Human-Environment Interactions: A Plea for the Humanities
Research on human-environment interactions often neglects the resources of the humanities. Hurricane Katrina and the resulting levee breaches in New Orleans offer a case study on the need for inclusion of the humanities in the study of human-environment interactions, particularly the resources they provide in examining ethics and value concerns. Methods from the humanities, when developed in partnership with those from the sciences and social sciences, can provide a more accurate, effective, and just response to the scientific and technological challenges we face as a global community.
Experiments in interdisciplinarity1
History and Transport Policy
The Swiss Experience
Ueli Haefeli, Fritz Kobi, and Ulrich Seewer
Based on analysis of two case studies in the Canton of Bern, this article examines the question of knowledge transfer from history to transport policy and planning in the recent past in Switzerland. It shows that for several reasons, direct knowledge transfer did not occur. In particular, historians have seldom become actively involved in transport planning and policy discourses, probably partly because the academic system offers no incentive to do so. However, historical knowledge has certainly influenced decision-making processes indirectly, via personal reflection of the actors in the world of practice or through Switzerland's strongly developed modes of political participation. Because the potential for knowledge transfer to contribute to better policy solutions has not been fully utilized, we recommend strengthening the role of existing interfaces between science and policy.
Flourishing in a Tough Climate
With FPCS embarking on its fourth decade of publishing work on the study of France and the francophone world, the journal invited scholars in several disciplines to write short essays on where they thought the field of French Studies should head in the future. This essay introduces the resulting dossier on “French Studies and Its Futures.” It situates the project in the current context in which the field is thriving intellectually but struggling with menacing institutional pressures. It goes on to describe the particular formulation of French Studies that the journal came to represent in its early years in the 1980s, how it evolved since, and what that experience suggests about how scholars can respond creatively to the challenges and opportunities the future may hold for the field.
About the Cover Image
Jonathan A. Allan, Chris Haywood, and Frank G. Karioris
On the cover of this issue, we have another image from the Wellcome Collection. This image by ABIA (Associação Brasileira Interdisciplinar de AIDS/Grupo) is a not-for-profit organization mobilized in response to the emergence of HIV/AIDS in the
Men and Masculinities the Journal
Raewyn Connell's Influence on its New Vision
Joseph D. Nelson, Tristan Bridges, and Kristen Barber
's feminist perspective and intersectionality lens, its international focus, as well as its interdisciplinarity. Together, these components of our expanded vision constitute central tenets of a new research agenda for masculinity studies that Connell outlined
Archie Mafeje as Revolutionary Sociologist
Eurocentric and imperialist. If our work is to be revolutionary, we have to adopt this ‘totalising critique’. It is for this reason that he called for ‘non-disciplinarity’ as opposed to interdisciplinarity ( Mafeje 1976 , 1996a , 2001 ). Mafeje believed
Universities - and Society!
Universities offer environments apparently favourable to open-ended and exploratory research, especially when interdisciplinarity is embraced as an aim. But this is not always quite the invitation it seems. Under the aegis of accountability, a bureaucratic form of interdisciplinarity is reframing the ways society is imagined and drawn into the scientific enterprise. Some problems for Social Anthropology are sketched briefly.