The Courage to SoTL
Using Parker Palmer’s The Courage to Teach, and in particular the notion of the undivided life, to guide reflections through the process of collaborative autoethnography, we reflect on our lived experiences with the Scholarship of Teaching and Learning (SoTL). The central question being: How does Pa...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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University of Calgary
2021-03-01
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| Series: | Teaching & Learning Inquiry: The ISSOTL Journal |
| Subjects: | |
| Online Access: | https://journalhosting.ucalgary.ca/index.php/TLI/article/view/70900 |
| _version_ | 1818870825187540992 |
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| author | Heather Smith Lauren Schlesselman Jill McSweeney-Flaherty Dawne Irving-Bell Nattalia Godbold Patrice Torcivia |
| author_facet | Heather Smith Lauren Schlesselman Jill McSweeney-Flaherty Dawne Irving-Bell Nattalia Godbold Patrice Torcivia |
| author_sort | Heather Smith |
| collection | DOAJ |
| description | Using Parker Palmer’s The Courage to Teach, and in particular the notion of the undivided life, to guide reflections through the process of collaborative autoethnography, we reflect on our lived experiences with the Scholarship of Teaching and Learning (SoTL). The central question being: How does Palmer’s idea of the undivided life enable SoTL scholars to explore notions of identity and integrity that are intertwined with our academic practice? Ultimately, we found that Palmer’s insights provoked us to think deeply about our identities, and while perhaps we did not always see ourselves on the paths he illuminates, his work, and our collaborative ethnographic process, helped us to illuminate our own paths. More specifically, we share five themes arising from our collaborative autoethnography related to the importance of context and positionality, defining a SoTL scholar, the power to diminish, the importance of relationships and community, and collaborative autoethnography as method and process. Our stories highlight the need for us to see our community as complex, messy, and deeply human, and we remind readers of the need to think about the ethics of all methods and the power in our everyday practice to include or exclude. |
| first_indexed | 2024-12-19T12:13:10Z |
| format | Article |
| id | doaj.art-50b1d61716ab4b1eaea63cc081fb513b |
| institution | Directory Open Access Journal |
| issn | 2167-4779 2167-4787 |
| language | English |
| last_indexed | 2024-12-19T12:13:10Z |
| publishDate | 2021-03-01 |
| publisher | University of Calgary |
| record_format | Article |
| series | Teaching & Learning Inquiry: The ISSOTL Journal |
| spelling | doaj.art-50b1d61716ab4b1eaea63cc081fb513b2022-12-21T20:22:06ZengUniversity of CalgaryTeaching & Learning Inquiry: The ISSOTL Journal2167-47792167-47872021-03-019110.20343/teachlearninqu.9.1.25The Courage to SoTLHeather Smith0Lauren Schlesselman1Jill McSweeney-Flaherty2Dawne Irving-Bell3Nattalia Godbold4Patrice Torcivia5University of Northern British ColumbiaUniversity of Connecticut Dalhousie University Edge Hill UniversityUNIVERSITY OF QUEENSLAND, BRISBANE, Harvard University Using Parker Palmer’s The Courage to Teach, and in particular the notion of the undivided life, to guide reflections through the process of collaborative autoethnography, we reflect on our lived experiences with the Scholarship of Teaching and Learning (SoTL). The central question being: How does Palmer’s idea of the undivided life enable SoTL scholars to explore notions of identity and integrity that are intertwined with our academic practice? Ultimately, we found that Palmer’s insights provoked us to think deeply about our identities, and while perhaps we did not always see ourselves on the paths he illuminates, his work, and our collaborative ethnographic process, helped us to illuminate our own paths. More specifically, we share five themes arising from our collaborative autoethnography related to the importance of context and positionality, defining a SoTL scholar, the power to diminish, the importance of relationships and community, and collaborative autoethnography as method and process. Our stories highlight the need for us to see our community as complex, messy, and deeply human, and we remind readers of the need to think about the ethics of all methods and the power in our everyday practice to include or exclude.https://journalhosting.ucalgary.ca/index.php/TLI/article/view/70900scholarship of teaching and learningacademic identitycollaborative autoethnographyautoethnographyethics |
| spellingShingle | Heather Smith Lauren Schlesselman Jill McSweeney-Flaherty Dawne Irving-Bell Nattalia Godbold Patrice Torcivia The Courage to SoTL Teaching & Learning Inquiry: The ISSOTL Journal scholarship of teaching and learning academic identity collaborative autoethnography autoethnography ethics |
| title | The Courage to SoTL |
| title_full | The Courage to SoTL |
| title_fullStr | The Courage to SoTL |
| title_full_unstemmed | The Courage to SoTL |
| title_short | The Courage to SoTL |
| title_sort | courage to sotl |
| topic | scholarship of teaching and learning academic identity collaborative autoethnography autoethnography ethics |
| url | https://journalhosting.ucalgary.ca/index.php/TLI/article/view/70900 |
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