The Roads not/Separately Taken: The Dilemma of Segmented Disciplines and Epistemic Implications
Mailloux’s (2000) historical trace of disciplinary conflicts, rhetorical transitions, and epistemological aftermaths contains a wealth of information. Amidst all those arguments raised, the author’s conclusion most closely aligns with some of the ideas I have previously had because of my encounters with identity politics and labeling in academia both as a student and teacher. Academics…