This chapter introduces the book’s starting point, the “Documenting Suzhou Workshop,” along with the broader background and context of the book. Through a review of related concepts surrounding interdisciplinary teaching, it suggests that Chinese cities serve as a rich and fertile ground for critical reflections within a pedagogical framework. These reflections have the potential to challenge existing teaching boundaries, concepts and methods across various disciplines. Furthermore, this chapter establishes a theoretical framework by presenting three authors’ distinct perspectives on interdisciplinary teaching and learning, drawing upon the categories outlined by Lattuca (2001).