Embracing Anti-Disciplinarity: A Paradigm Shift in Higher Education

Summary

Cath believes, “most problems in the world do require some sort of interdisciplinary thinking.” She argues that while many may assume they are working within a single discipline, in reality, our work often draws from multiple fields. Therefore, she contends that there is “no pure disciplinary form,” urging us to reflect on this idea. In this case study, she draws on her experience teaching interdisciplinary modules at IATL, particularly in sociology. She explores concepts like anti-disciplinarity and the importance of decolonising the curriculum. Cath emphasises the need of being critical of the very nature of disciplines and being aware of its boundaries. In her experience, interdisciplinarity, although at times an “uncomfortable” space which puts one out of their comfort zone, can have “life-changing experiences” due to the possibilities thinking in different ways can open. She has experienced this herself as a learner and with her students as an interdisciplinary teacher in her Queering Sociology module at the Department of Sociology. According to her, interdisciplinarity benefits tutors and students by helping them learn from each other, which, according to her, is the purpose of a university.

Students Say

Highlighting her observations from her work at IATL, Cath notes that “all students really value interdisciplinarity.” She emphasises that despite diverse backgrounds, students at university are universally driven by a genuine curiosity to “know stuff” and learn with open minds. According to her, incoming students typically embrace the opportunity to “learn new things,” be personally challenged, and enrich their understanding of the world through interdisciplinary education.

Dr Cath Lambert

Director of Education, Department of Sociology

Cath has a longstanding interest in education and the role of culture as a site for the reproducing and resisting of social values and norms, particularly in relation to education, gender, and sexuality. She is also interested in the development of critical methods for researching, writing, and teaching. Her work spans projects in research, teaching, art, writing, performance, serious play, and various collaborations. She is an active member of the Centre for the Study of Women and Gender and publishes in the areas of school leadership and masculinity, gender and sexuality, higher education, research-based learning, critical and participatory pedagogies, queer theory, live sociology, and art. See Cath’s full bio here.

See Cath's full bio here.

Highlights

Interdisciplinarity means “being constantly critically aware of our own disciplinary processes and practices”.

“Learning from each other is how a university should be”

“It’s not just about the content, it's also about the pedagogy”

“Most problems in the world do require some sort of interdisciplinary thinking”

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Further Resources

Curious to learn more?

Please find information on the Queering Sociology and related resources on Critical Pedagogy below:

You can also contact Cath: Cath.Lambert@warwick.ac.uk