Conflicts and Configurations in a Liminal Space: SoTL Scholars’ Identity Development
Although academic identity has received attention in the literature, there have been few attempts to understand the influence on identity from engagement with the Scholarship of Teaching and Learning (SoTL). In this aper, we (a group of eight scholars from five different countries) describe how our...
| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
University of Calgary
2013-09-01
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| Series: | Teaching & Learning Inquiry: The ISSOTL Journal |
| Online Access: | http://tlijournal.com/tli/index.php/TLI/article/view/46 |
| _version_ | 1818140037867372544 |
|---|---|
| author | Nicola Simmons Earle Abrahamson Jessica M. Deshler Barbara Kensington-Miller Karen Manarin Sue Morón-García Carolyn Oliver Joanna Renc-Roe |
| author_facet | Nicola Simmons Earle Abrahamson Jessica M. Deshler Barbara Kensington-Miller Karen Manarin Sue Morón-García Carolyn Oliver Joanna Renc-Roe |
| author_sort | Nicola Simmons |
| collection | DOAJ |
| description | Although academic identity has received attention in the literature, there have been few attempts to understand the influence on identity from engagement with the Scholarship of Teaching and Learning (SoTL). In this aper, we (a group of eight scholars from five different countries) describe how our interactions with SoTL have impacted the shaping of our academic identities. We have struggled to define the value, purpose, outcomes, and meanings of being a disciplined SoTL scholar, sometimes in addition to and sometimes in opposition to being a disciplinary scholar. Through analysis of our own 100-word
reflective narratives, we identify common conflicts and configurations around our experiences of developing a SoTL identity. We describe how navigating among conflicting identities can lead us into a troublesome but deeply reflective liminal space, prompting profound realizations and the reconstruction of academic identity. Drawing on this notion of liminality helps us to understand our journeys as moving through a necessary and important transformational landscape, and allows us to suggest ways to support those engaging with SoTL to develop an integrative SoTL identity. |
| first_indexed | 2024-12-11T10:37:37Z |
| format | Article |
| id | doaj.art-1d2e9e2a1bce4115bb892a4b5cf0e79c |
| institution | Directory Open Access Journal |
| issn | 2167-4779 2167-4787 |
| language | English |
| last_indexed | 2024-12-11T10:37:37Z |
| publishDate | 2013-09-01 |
| publisher | University of Calgary |
| record_format | Article |
| series | Teaching & Learning Inquiry: The ISSOTL Journal |
| spelling | doaj.art-1d2e9e2a1bce4115bb892a4b5cf0e79c2022-12-22T01:10:40ZengUniversity of CalgaryTeaching & Learning Inquiry: The ISSOTL Journal2167-47792167-47872013-09-011292110.20343/teachlearninqu.1.2.926Conflicts and Configurations in a Liminal Space: SoTL Scholars’ Identity DevelopmentNicola Simmons0Earle Abrahamson1Jessica M. Deshler2Barbara Kensington-Miller3Karen Manarin4Sue Morón-García5Carolyn Oliver6Joanna Renc-Roe7Brock UniversityEast London UniversityWest Virginia UniversityUniversity of AucklandMount Royal UniversityUniversity of BirminghamUniversity of British ColumbiaCentral European UniversityAlthough academic identity has received attention in the literature, there have been few attempts to understand the influence on identity from engagement with the Scholarship of Teaching and Learning (SoTL). In this aper, we (a group of eight scholars from five different countries) describe how our interactions with SoTL have impacted the shaping of our academic identities. We have struggled to define the value, purpose, outcomes, and meanings of being a disciplined SoTL scholar, sometimes in addition to and sometimes in opposition to being a disciplinary scholar. Through analysis of our own 100-word reflective narratives, we identify common conflicts and configurations around our experiences of developing a SoTL identity. We describe how navigating among conflicting identities can lead us into a troublesome but deeply reflective liminal space, prompting profound realizations and the reconstruction of academic identity. Drawing on this notion of liminality helps us to understand our journeys as moving through a necessary and important transformational landscape, and allows us to suggest ways to support those engaging with SoTL to develop an integrative SoTL identity.http://tlijournal.com/tli/index.php/TLI/article/view/46 |
| spellingShingle | Nicola Simmons Earle Abrahamson Jessica M. Deshler Barbara Kensington-Miller Karen Manarin Sue Morón-García Carolyn Oliver Joanna Renc-Roe Conflicts and Configurations in a Liminal Space: SoTL Scholars’ Identity Development Teaching & Learning Inquiry: The ISSOTL Journal |
| title | Conflicts and Configurations in a Liminal Space: SoTL Scholars’ Identity Development |
| title_full | Conflicts and Configurations in a Liminal Space: SoTL Scholars’ Identity Development |
| title_fullStr | Conflicts and Configurations in a Liminal Space: SoTL Scholars’ Identity Development |
| title_full_unstemmed | Conflicts and Configurations in a Liminal Space: SoTL Scholars’ Identity Development |
| title_short | Conflicts and Configurations in a Liminal Space: SoTL Scholars’ Identity Development |
| title_sort | conflicts and configurations in a liminal space sotl scholars identity development |
| url | http://tlijournal.com/tli/index.php/TLI/article/view/46 |
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