Why is being interdisciplinary so very hard to do? Thoughts on the perils and promise of interdisciplinary pedagogy

Abstract

This essay explores the challenges facing students and teachers in the interdisciplinary classroom. Based on observations of a team-taught interdisciplinary class and drawing on cultural historical activity theory, I argue that the psychological double binds that result from the clash of different disciplinary activity systems constitute both the greatest challenge and richest potential of interdisciplinary classrooms. © 2009 by the National Council of Teachers of English.