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- Chng, Huang HoonNational University of Singapore (författare)
Leading change from different shores : The challenges of contextualizing the Scholarship of Teaching and Learning
- Artikel/kapitelEngelska2020
Förlag, utgivningsår, omfång ...
- 2020-03-15
- University of Calgary Press,2020
- 17
Nummerbeteckningar
- LIBRIS-ID:oai:portal.research.lu.se:publications/7e5732a5-6367-4425-b35d-dfd24192140b
- oai:portal.research.lu.se:publications/7e5732a5-6367-4425-b35d-dfd24192140bURI
- https://doi.org/10.20343/teachlearninqu.8.1.3DOI
Kompletterande språkuppgifter
- Språk:engelska
- Sammanfattning på:svenska &engelska
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- SwePubSwePub
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- This article offers narratives of individual journeys through the scholarship of leading in three different contexts—Asia, Europe, and Africa. Together, these narratives argue for the need to make explicit the diversity of practices of the scholarship of teaching and learning (SoTL), with each practice inextricably tied to specific geographical, sociocultural, and political contexts. In offering these contextual specificities, we call on all who engage in SoTL to exercise reflexivity in thought, language, and action—to actively foreground our mental models and assumptions about SoTL and what it looks like for ourselves and for others; to sensitively engage scholars who do not share our context; and to strive toward an inclusive mindset and practice that will situate all of us within the “international” of an international organization. We highlight the problems of language, meaning, and translation; and the challenge scholars from “different shores” face in engaging with “other” shores.
- This article offers narratives of individual journeys through the scholarship of leading in three different contexts—Asia, Europe, and Africa. Together, these narratives argue for the need to make explicit the diversity of practices of the scholarship of teaching and learning (SoTL), with each practice inextricably tied to specific geographical, sociocultural, and political contexts. In offering these contextual specificities, we call on all who engage in SoTL to exercise reflexivity in thought, language, and action—to actively foreground our mental models and assumptions about SoTL and what it looks like for ourselves and for others; to sensitively engage scholars who do not share our context; and to strive toward an inclusive mindset and practice that will situate all of us within the “international” of an international organization. We highlight the problems of language, meaning, and translation; and the challenge scholars from “different shores” face in engaging with “other” shores.
Ämnesord och genrebeteckningar
- SAMHÄLLSVETENSKAP Utbildningsvetenskap hsv//swe
- SOCIAL SCIENCES Educational Sciences hsv//eng
Biuppslag (personer, institutioner, konferenser, titlar ...)
- Leibowitz, BrendaUniversity of Johannesburg (författare)
- Mårtensson, KatarinaDivision for Higher Education Development,Högskolepedagogisk utveckling, AHU(Swepub:lu)8943c124-5735-4a77-b60f-10213ad4e569 (författare)
- National University of SingaporeUniversity of Johannesburg (creator_code:org_t)
Sammanhörande titlar
- Ingår i:Teaching and Learning Inquiry: University of Calgary Press8:1, s. 24-412167-47792167-4787
Internetlänk
- https://doi.org/10.20343/teachlearninqu.8.1.3FULLTEXT
- https://journalhosting.ucalgary.ca/index.php/TLI/article/download/62858/53861
- oai:portal.research.lu.se:publications/7e5732a5-6367-4425-b35d-dfd24192140b
- https://doi.org/10.20343/teachlearninqu.8.1.3
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- Teaching and Learning Inquiry (Sök värdpublikationen i LIBRIS)
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