Meyer and Land focus their threshold concepts and troublesome knowledge in a disciplinary-specific manner, where there seems to be support to suggest that common experiences related to a field of study present a threshold to fully entering into the conversations in the field itself. One example they give is hegemony, which is a threshold concept within cultural studies. Learners often struggle with this concept, though once the “get” it, their transformative, irreversible, and integrative experience will change their conceptual framework.
Now, I am still working my way through this, and have a lot more to read about it. However, why should these concepts live only within certain disciplines? Isn’t that a rather traditional way of looking at learning, only through the perspective of what fits within this or that field? For those of us who are transdisciplinary (especially within the world of the social sciences) and don’t want to live within a silo or in a box, it seems a bit limiting to hinge this framework within a specific discipline. My field is not cultural studies, though when I (as an educational researcher) finally “got” hegemony, I had that transformative, irreversible, and integrative re-framing of a worldview. The difference is I like to give attention to hegemony from the perspective of how people learn, rather than how they live and express themselves within a culture.
Thinking about this from another perspective, perhaps this related to how some people, such as Foucault, Baudrillard, Gramsci, and the like are used within several of the social sciences, as their works seem to transcend a single, narrow, area of human study and endeavor? Will have to play with this a bit more later as well.
I think there may be value in recognizing how some fields have these elements, while others have other ones. Nevertheless, I am uncomfortable in having a clearly definable list of these (though, to be fair, there are some concepts that fit better within some disciplines, but not as readily as others). Mezirow’s work is not discipline-specific at all, and certainly I have more reading to do to claim I really understand what Meyer and Land are proposing.
How have others struggled with the issue of threshold concepts and troublesome knowledge being discipline specific?