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Leading change from different shores : The challenges of contextualizing the Scholarship of Teaching and Learning

Chng, Huang Hoon ; Leibowitz, Brenda and Mårtensson, Katarina LU (2020) In Teaching and Learning Inquiry 8(1). p.24-41
Abstract
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... (More)
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. (Less)
Abstract (Swedish)
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... (More)
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. (Less)
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author
; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
regional initiatives, SoTL, context, diversity, inclusivity, voices
in
Teaching and Learning Inquiry
volume
8
issue
1
article number
3
pages
17 pages
publisher
Indiana University Press
external identifiers
  • scopus:85085597494
ISSN
2167-4779
DOI
10.20343/teachlearninqu.8.1.3
language
English
LU publication?
yes
id
7e5732a5-6367-4425-b35d-dfd24192140b
date added to LUP
2020-03-18 16:00:28
date last changed
2020-06-21 06:05:14
@article{7e5732a5-6367-4425-b35d-dfd24192140b,
  abstract     = {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. },
  author       = {Chng, Huang Hoon and Leibowitz, Brenda and Mårtensson, Katarina},
  issn         = {2167-4779},
  language     = {eng},
  month        = {03},
  number       = {1},
  pages        = {24--41},
  publisher    = {Indiana University Press},
  series       = {Teaching and Learning Inquiry},
  title        = {Leading change from different shores : The challenges of contextualizing the Scholarship of Teaching and Learning},
  url          = {http://dx.doi.org/10.20343/teachlearninqu.8.1.3},
  doi          = {10.20343/teachlearninqu.8.1.3},
  volume       = {8},
  year         = {2020},
}