Significance of Interdisciplinarity in Varied Pedagogical Contexts in English Studies
This article is an experiential insight into the undergraduate and postgraduate education in English Studies. It can be considered as a vantage point from which certain prevalent institutional questions may begin to be raised. While there is a clear policy imperative on interdisciplinarity, the category makes little sense unless there is a strong sense of the terrain on which such ideas may be foisted. Therefore, an evaluation in terms of student-grounded reality of capacity, institutional breadth and actual faculty strengths and limitations is essential. The paper is an analysis from the demand side‘ that is a doctoral student, who engages with how such attempts are received by the student. Future research could study how widely applicable this is to the various scales and types of universities.
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