Traversing the Borderlands of SoTL as a Transdisciplinary and Transnational Practice
DOI:
https://doi.org/10.20343/teachlearninqu.14.46Keywords:
transdisciplinarity, borderlands, dialogue, identity, collaborative autoethnographyAbstract
The purpose of this article is to make sense of our experiences participating in an International Collaborative Writing Group (ICWG) through the use of a collaborative autoethnography. We drew on multiple sources of data to glean insights into the meanings we have constructed as contributors to the ICWG, both individually and collectively. We identified three themes using thematic analysis that demonstrated this sensemaking of our experiences as contributors to the ICWG: (1) navigating the complexities, (2) moments of tension and growth, and (3) future possibilities for exploration. We invite the reader to join this journey as we seek to situate our experiences from the ICWG within the broader landscape of practice across national contexts and grapple with SoTL’s transdisciplinary potential along the way. Although our journey continues, we conclude by offering some reflections on the importance of both discomfort and structure in this work.
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