Abstract
In this article it is argued that students can gain a better understanding of both inter- and intra-disciplinary boundaries by inquiring into a single salient point where two disciplines may only partially intersect. Building on Marton's variation theory and Vygotsky's notion of articulation, a teaching model is presented and exemplified by disciplinary intersections regarding narration and narrativity in Literature and History. This is done specifically by investigating the theoretical implications of Shoshana Felman's notion of “key narratives” using William Faulkner's novel Absalom, Absalom!. The “key narrative” concept is adapted for the specific purpose of analyzing the practice of narratives in the disciplines Literature and History, respectively. It is suggested that Faulkner's novel seen as such a narrative explores pertinent questions concerning disciplinary boundaries for graduate and post-graduate students with a developed disciplinary identity in either of these disciplines., In this article it is argued that students can gain a better understanding of both inter- and intra-disciplinary boundaries by inquiring into a single salient point where two disciplines may only partially intersect. Building on Marton's variation theory and Vygotsky's notion of articulation, a teaching model is presented and exemplified by disciplinary intersections regarding narration and narrativity in Literature and History. This is done specifically by investigating the theoretical implications of Shoshana Felman's notion of “key narratives” using William Faulkner's novel Absalom, Absalom!. The “key narrative” concept is adapted for the specific purpose of analyzing the practice of narratives in the disciplines Literature and History, respectively. It is suggested that Faulkner's novel seen as such a narrative explores pertinent questions concerning disciplinary boundaries for graduate and post-graduate students with a developed disciplinary identity in either of these disciplines.