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"This essay argues for an interdisciplinary, team-taught approach to the Introduction to Graduate Studies course in which faculty from literary and rhetoric/ writing studies model the intersections of both fields through course texts, assignments, and theoretical frameworks. The authors also discuss the role of terminal master's programs in English and the need for graduate writing instruction."

The Active Objects series is the contribution of Brazilian artist and poet Willys de Castro (1926-1988) to Neoconcretism, which was an avant-garde movement in Rio de Janeiro from 1959 to the mid-1960s that changed the parameters of Brazilian art definitively. A typical Active Object is composed of a wooden structure covered with painted canvas that is hung on the wall like a regular painting - but the evident tri-dimensionality of the object purposefully contrasts with the flatness of its frontal surface. Thus the artist addressed the potential conflict between sculpture and painting to the benefit of a fruitful interdisciplinary practice. The reception of these works, however, is still based on Ferreira Gullar's formalist writings of the late 1950s, and does not consider Castro's poetic production, which informed the series. Based on poststructuralist theory, the article analyses his works in an attempt to understand their complex regimes of signification.

The Journal of Media Literacy Education is an online interdisciplinary journal that supports the development of research, scholarship and the pedagogy of media literacy education. The journal provides a forum for established and emerging scholars, media p

This paper will focus on an applied research initiative1 we are currently engaged in, which brings together academics (both from conventional institutions - the university, the research centers and undergraduate colleges - and from 'new and innovative institutional structures') with policy-makers and grant-making organizations. The initiative has to do with the entire field of higher education (India having one of the biggest higher education systems in the world), but interestingly it was incubated by the Center for the Study of Culture and Society (CSCS). The painstaking process of the gestation of collaborative interdisciplinary themes/fields of research/teaching and the labor of negotiation with policy-makers and grantees in the field of higher education by a Cultural Studies centre is thus the focus of this paper. Called the Higher Education Cell, an important aspect of the initiative's genealogy is that it is based on (a) a critique of the existing disciplines and an attention to the birthing of 'new thematic/field specifics' as also (b) a critique of the research undertaken in mainstream institutions and an attention to new research methodologies. The Higher Education Cell is at present focusing on four major functions through which it plans to engage with the higher education sector. These functions are (i) Incubation of Research Initiatives, (ii) Institutional Collaborations, (iii) Documentation and Archiving, and (iv) Grant Development.

"Academic disciplines in the school curriculum which engage explicitly with cultural identities pose a major dilemma for liberal, pluralist societies seeking to foster the dual imperatives of diversity education and social cohesion. This paper uses the case of Islam as school knowledge to analyse the relations between political stances and symbolic constructions in English religious education. For this purpose, the study applies an interdisciplinary theoretical framework, integrating diachronic concepts of the nation-state with cultural recontextualization theory from the sociology of the curriculum."

Communication-across-the-curriculum (CXC) programs provide assistance to other disciplines on the teaching and learning of communication-meeting an increasingly important need for students not only to be content specialists, but also coherent communicator

Despite the benefits of international scholarship to higher education institutions, faculty engagement in internationalization remains a major challenge for many universities. This study sheds light on this problem by investigating the strategies used by

When used with caution and humility, the cipher, a metaphor central to hip-hop worlds, captures the power of human relationality and the arts in collaborative qualitative research about and for social justice at the beginning of the 21st century. In this

Within some significant circles, where hegemonic representations of the idea of 'science' are produced, certain orientations of scientific research are carried out, and science and higher education policies are made and applied, references to the alleged existence of two kinds of knowledge, one of which would have 'universal' validity, and 'the other' (in fact the several others) would not, are frequent and do have crucial effects over our academic work. Although some outstanding authors within the very Western tradition have criticized from varied perspectives such universalist ambitions/assumptions, and although many colleagues have reached convergent conclusions from diverse kinds of practices and experiences, such hegemonic representations of the idea of science are still current. The acknowledgment of this situation calls for a deep debate. This article responds to such a purpose by attempting to integrate into the debate a reflection on the shortcomings of hegemonic academic knowledge to understand social processes profoundly marked by cultural differences, historical conflicts and inequalities, as well as significant perspectives formulated by some outstanding intellectuals who self-identify as indigenous, and the experiences of some indigenous intercultural universities from several Latin American countries.

While there appears to be broad acceptance that university graduates must have the capacity to think critically in an increasingly complex, information-rich world, there remains a gap between aspiration and teaching practice in many faculties. We examine this issue through our experience of designing assessment to develop critical thinking in a first year management unit. This case highlighted three important pedagogical considerations. First, there is the need to articulate a conceptualisation of critical thinking that is both discipline- and unit-specific. Second, there is a need to consider the crucial link between critical thinking and academic literacy. Third, there is a need to consider the relationship between the capacity for critical thinking, student learning progression and the development of disciplinary knowledge. These factors will all assist higher education teachers in meeting the challenge of designing developmentally appropriate assessment of critical thinking at each year level.