Living interdisciplinarity: negotiating identity and practice in higher education
基于对丹麦和德国硕士项目的11个月跨国民族志研究，探讨学生和教师如何在日常学术生活中协商、运用和重塑跨学科，揭示其如何塑造身份、归属感和学术取向。
This paper explores interdisciplinarity in higher education as a lived and negotiated practice embedded in everyday (academic) life. Drawing on an 11-month cross-national ethnography of master’s programmes in Denmark and Germany, we examine how students and lecturers mobilise interdisciplinarity in their narratives and interactions, revealing how it shapes identity, belonging, and orientation within and beyond disciplinary boundaries. Through participant narratives and classroom accounts, we show that interdisciplinarity is invoked, resisted, and redefined both as an epistemic orientation and a process of identity formation. Our analysis demonstrates that interdisciplinarity operates as a performative process through which individuals navigate tensions between disciplinary norms and aspirations for openness and collaboration. By linking these empirical insights to debates on epistemic cultures, identity, and interdisciplinary learning, the paper contributes to understanding interdisciplinarity as a formative and transformative practice that is continually enacted, contested, and sustained within higher education.