Significance of Interdisciplinarity in Varied Pedagogical Contexts in English Studies

Abstract

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.