To extend the scope of native chemical ligations beyond X‐Cys connections, auxiliaries that contain thiol moieties were developed to mimic the function of the Cys residue in the ligation reaction/capture step. Auxiliaries known so far feature complicated attachment protocols and generally need harsh conditions for their cleavage. Herein, we present the development of a new photoremovable ligation auxiliary, which is easily synthesized and attached to peptides that contain a variety of N‐terminal amino acids by a reductive amination reaction. Ligations at Gly‐Gly and Ala‐Gly junctions were carried out with high conversion, and the auxiliary can be cleaved from the final product by using a mild photolysis protocol. This methodological advancement is an important step forward in peptide ligation chemistry.

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This article speculates on the pedagogical consequences of deterritorializing disciplinary knowledge. I suggest a move from knowledge as discipline to knowledge as an emergent potential of a field. Through this move, I propose an immanent pedagogy, based on the work of Deleuze and Guattari, in which students and teachers become active participants in a field of knowledge. This field is not only a way out of disciplinary knowledge but also a mechanism for students and teachers alike to critique and subvert disciplinarity. My understanding of knowledge production is based on the ontological and immanent capacity of students to learn and produce. In developing the idea of deterritorializing the classroom, I will draw from literature on decolonizing pedagogy and knowledge production as well as literatures that engage with digital pedagogies and activism.

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