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Teaching to Transgress: Crossroads Perspective and Adventures in (?)-Disciplinarity

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Area Studies at the Crossroads

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Abstract

This paper argues that there is a growing need for scholars and their students to actively engage in postdisciplinary ventures in order to adequately study much of today’s phenomena, all of which require consideration of the complexity and inherent fluid dynamism of everyday life. Furthermore, it is posited that taking such a radical and all-embracing approach to research necessitates a form of teaching to transgress, which includes a reflexive praxis of nurturing within oneself, and in others, an ability to cross the boundaries around and within given epistemological and ontological borders. Additionally, it requires epistemic disobedience, border consciousness, and a conscious positionality to engage in the co-construction of knowledges from, within and on the many contested in-betweens, which are so full of promise and ambiguity.

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Authors and Affiliations

  1. University of Bonn, Bonn, Germany

    Epifania A. Amoo-Adare

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  1. Epifania A. Amoo-Adare
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Editors and Affiliations

  1. Bonn International Center for Conversion (BICC), Bonn, Nordrhein-Westfalen, Germany

    Katja Mielke

  2. Leibniz Center for Tropical Marine, Research (ZMT) & University of Bremen Institute of Sociology, Bremen, Germany

    Anna-Katharina Hornidge

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Amoo-Adare, E.A. (2017). Teaching to Transgress: Crossroads Perspective and Adventures in (?)-Disciplinarity. In: Mielke, K., Hornidge, AK. (eds) Area Studies at the Crossroads. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-59834-9_15

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