|
Introduction 1. The Tragedy of the Knowledge Commons: Reclaiming Non/Human Knowledge(s) in the Neoliberal University Classroom 2. The climate crisis and interdisciplinary pedagogy 3. Students as partners in the competitive classroom 4. Education as liberation: Embodying and embracing inclusivity in the interdisciplinary classroom 5. Centring the body as a site of interdisciplinary learning: A creative intervention 6. Fostering a relationship-rich environment in the interdisciplinary classroom 7. The indisciplinary schoolmaster: things in common on a team-taught interdisciplinary course Conclusion |