Abstract
This paper outlines a code-theoretic approach to the substantive and pedagogical challenges created by the distinct interdisciplinary nature of the field of Africana Studies. It identifies some of the key discourse-constitutive codes and some strategies for suspending disciplinary boundaries created by these necessary codes, which should help us to navigate better the spaces between the disciplines engaged by Africana Studies. After examining these codes and methods for transcending them, the paper concludes with some pedagogical strategies for teaching these interdisciplinary aspects of the field.
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