The Courage to SoTL
Keywords:scholarship of teaching and learning, academic identity, collaborative autoethnography, autoethnography, ethics
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.
Allin, Linda. 2014. “Collaboration Between Staff and Students in the Scholarship of Teaching and Learning: The Potential and the Problems.” Teaching and Learning Inquiry 1, no. 1: 95–102. https://doi.org/10.2979/teachlearninqu.2.1.95.
Beier, Marshall J., and Lana Wylie. 2010. “Introduction: What’s So Critical about Canadian Foreign Policy?” Canadian Foreign Policy in Critical Perspective, xv. Oxford: Oxford University Press.
Bernhagen, Lindsay, and Emily Gravett. 2017. “Educational Development as Pink Collar Labor: Implications and Recommendations.” To Improve the Academy 36, no. 1: 9–19. https://doi.org/10.1002/tia2.20053.
Billot, Jennie, Susan Rowland, Brent Carnell, Cheryl Amundsen, and Tamela Evans. 2017. “How Experienced SoTL Researchers Develop the Credibility of Their Work.” Teaching & Learning Inquiry 5, no. 1: 101–14. https://doi.org/10.20343/teachlearninqu.5.1.8.
Boshier, Roger. 2009. “Why is the Scholarship of Teaching and Learning Such a Hard Sell?” Higher Education Research & Development 28, no. 1: 1–15. https://doi.org/10.1080/07294360802444321.
Bowden, John A., and Pam Green. "Doing developmental phenomenography." Doing Developmental Phenomenography (2005): vi.
Boyd, William E., Sharon Parry, Nici Burger, Jo Kelly, Wendy Boyd, and Jubilee Smith. 2013. “Writing for Ethical research: Novice Researchers, Writing, and the Experience of Experiential Narrative.” Creative Education 4, no. 12, 30–39. http://doi.org/10.4236/ce.2013.412A1005.
Bukor, Emese. 2015. “Exploring Teacher Identity from a Holistic Perspective: Reconstructing and Reconnecting Personal and Professional Selves.” Teachers and Teaching 21, no. 3: 305–27. https://doi.org/10.1080/13540602.2014.953818.
Chang, Aurora, Anjale D. Welton, Melissa A. Martinez, and Laura Cortez. "Becoming Academicians: An Ethnographic Analysis of the Figured Worlds of Racially Underrepresented Female Faculty." Negro Educational Review 64, no. 1/4 (2013): 97.
Chick, Nancy L. 2014.”‘Methodologically Sound’ Under the ‘Big Tent’: An Ongoing Conversation.” International Journal for the Scholarship of Teaching & Learning 8, no. 2. https://doi.org/10.20429/ijsotl.2014.080201.
Cook-Sather, Alison, Sophia Abbot, and Peter Felten. 2019. “Legitimating Reflective Writing in SoTL: ‘Dysfunctional Illusions of Rigor” Revisited.” Teaching & Learning Inquiry 7, no. 2: 14–27. https://doi.org/10.20343/teachlearninqu.7.2.2.
Custer, Dwayne. 2014. “Autoethnography as a Transformative Research Method.” The Qualitative Report 19, no. 37: 1–13. Retrieved from http://nsuworks.nova.edu/tqr/vol19/iss37/3.
Denzin, Norman K. 2003. “Reading and Writing Performance.” Qualitative Research 3, no. 2: 243–268. https://doi.org/10.1177/14687941030032006.
Duarte, Fernanda. 2007. “Using Autoethnography in the Scholarship of Teaching and Learning: Reflective Practice from ‘the Other Side of the Mirror’.” International Journal for the Scholarship of Teaching and Learning 1, no. 2: Article 21. https://doi.org/10.20429/ijsotl.2007.010221.
Ellis, Carolyn, Tony E. Adams, and Arthur P. Bochner. 2011. “Autoethnography: An Overview.” Forum Qualitative Sozialforschung / Forum: Qualitative Social Research 12, no. 1: 273–90. http://nbn-resolving.de/urn:nbn:de:0114-fqs1101108.
Enloe, Cynthia. 2004. The Curious Feminist: Searching for Women in a New Age of Empire. Berkeley: University of California Press.
Felten, Peter. 2013. “Principles of Good Practice in SoTL.” Teaching & Learning Inquiry: The ISSOTL Journal 1, no. 1: 121-125. https://doi.org/10.2979/teachlearninqu.1.1.121.
Green, David A. and Deandra Little. 2016. “Family Portrait: A Profile of Educational Developers Around the World.” International Journal for Academic Development 21, no. 2: 135–50. https://doi.org/10.1080/1360144X.2015.1046875.
Guyotte, Kelly W., and Nicola W. Sochacka. 2016. “Is This Research? Productive Tensions in Living the (Collaborative) Autoethnographic Process.” International Journal of Qualitative Methods 15, no. 1: 1–11. https://doi.org/10.1177/1609406916631758.
Kehler, Angela, Roselynn Verwoord, and Heather Smith. 2017. “We Are the Process: Reflections on the Underestimation of Power in Students as Partners in Practice.” International Journal for Students as Partners 1, no. 1. https://doi.org/10.15173/ijsap.v1i1.3176.
Kensington-Miller, B., Renc-Roe, J., & Morón-García, S. 2015. “The Chameleon on a Tartan Rug: Adaptations of Three Academic Developers’ Professional Identities.” International Journal for Academic Development 20, no. 3: 279–90. https://doi.org/10.1080/1360144X.2015.1047373.
hooks, bell. 1994. Teaching to Transgress: Education as The Practice of Freedom. New York: Routledge.
Lapadat, Judith. C. 2017. “Ethics in Autoethnography and Collaborative Autoethnography.” Qualitative Inquiry 23, no. 8: 589–603. https://doi.org/10.1177/1077800417704462.
Little, Deandra, David A. Green, and Peter Felten. 2019. “Identity, Intersectionality, and Educational Development.” New Directions for Teaching and Learning, no. 158: 11–23. https://doi.org/10.1002/tl.20335.
Matthews, Kelly. 2017. “Five Propositions for Genuine Students as Partners Practice.” International Journal for Students as Partners 1, no. 2. https://doi.org/10.15173/ijsap.v1i2.3315.
Ng, Laura, and Mary Carney. 2017. “Scholarly Personal Narrative in the SoTL Tent.” Teaching & Learning Inquiry 5, no. 1: 133–45. https://doi.org/10.20343/teachlearninqu.5.1.10.
Nicoll, Fiona. 2007. ‘‘Indigenous Sovereignty and The Violence of Perspective: A White Woman’s Coming Out Story.’’ Australian Feminist Studies 15, no. 3: 369–86. https://doi.org/10.1080/713611981.
Palmer, Parker J. 1992. “Divided No More: A Movement Approach to Educational Reform.” Change Magazine 24, no. 2: 10–17.
Palmer, Parker J. 2007. The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. San Francisco, California: Jossey-Bass.
Simmons, Nicola, Earle Abrahamson, Jessica Deshler, Barbara Kensington-Miller, Karen Manarin, Sue Morón-García, Carolyn Oliver, and Joanna Renc-Roe. 2013. “Conflicts and Configurations in a Liminal Space: SoTL Scholars’ Identity Development.” Teaching & Learning Inquiry 1, no. 2: 9–21. https://doi.org/10.20343/teachlearninqu.1.2.9.
Sparkes, Andrew C. 2007. “Embodiment, Academics, and The Audit Culture: A Story Seeking Consideration.” Qualitative Research 7, no. 4: 521–50.
Sword, Helen. 2019. “The First Person.” Teaching & Learning Inquiry 7, no. 1: 182–190. http://dx.doi.org/10.20343/teachlearninqu.7.1.12.
Tight, Malcolm. 2017. “Tracking the Scholarship of Teaching and Learning.” Policy Reviews in Higher Education 2, no. 1: 61–78. https://doi.org/10.1080/23322969.2017.1390690.
Verwoord, Roselynn, and Heather Smith. 2020. “The P.O.W.E.R. Framework: Power Dimensions Shaping Students as Partners Processes.” In The Power of Partnership: Students, Staff, and Faculty Revolutionizing Higher Education, edited by Lucy Mercer-Mapstone and Sophia Abbot, 29–42. Elon University Center for Engaged Learning.
Wrinkler, Ingo. 2018. “Doing Autoethnography: Facing Challenges, Taking Choices, Accepting Responsibilities.” Qualitative Inquiry 24, no. 4: 236–47. https://doi.org/10.1177/1077800417728956.
Yahlnaaw. 2019. “T’aats’iigang—Stuffing a Jar Full.” International Journal for Students as Partners 3, no. 2: 6–10. https://doi.org/10.15173/ijsap.v3i2.4081.