Interdisciplinarity and boundary maintenance in a ‘new generation’ undergraduate degree

These words from Bernstein set the theoretical context of this paper, concerned with how interdisciplinarity is recontextualized in an undergraduate degree, where knowledge recontextualization is close to, and often operates in parallel with, knowledge production. This research is situated within a university undergoing dramatic curriculum change and its subject is the curriculum, both espoused and enacted. Significantly, in my study those responsible for selecting, delocating and relocating knowledge – the recontextualisers – are also responsible for transforming this pedagogic discourse into evaluative criteria (Maton & Muller, 2007, pp. 18-19).