This chapter explores the experiences of undergraduate medical educators with the scholarship of teaching and learning (SoTL) and the impact it has had on their educator identity and practice.

Diffraction has emerged as a concept and methodology through opposing reflexivity. In this paper, I argue that reflexivity and diffraction are not external to each other. In contrast, I propose that they blur into each other and so we do not find ourselves using pure reflexivity or diffraction. Furthermore, I contend that categorically…

This article questions some of the premises undergirding the discourse of self-study, particularly focusing on its treatment of 'self'. We examine the ontology, authority and ethics of self as they emerge from Oren's reading of self-study literature in light of his scholarship of and experience in contemplative education. Having focused on…

In this article, I pose a series of questions for ethical consideration in socially engaged practices. I framed the practitioner-focused questions using what I termed, ethical questioning. "Ethical questioning" is the process of asking questions both in the process of "writing" and "doing" ethics in socially engaged…

The scholarship of teaching and learning (SoTL) as a field invites researchers to examine their teaching practice with the goal of understanding its impact and effect on student learning (Hutchings & Shulman, 1999). Though inclusive by nature -- belonging to no discipline yet informing practice in all -- SoTL does have its own discourse,…

Postsecondary institutions of education, similar to the broader society in which they are embedded, are steeped in and further trans* oppression. In addition, the knowledge produced at these institutions is inflected with trans* oppression, and continues to reify the notion that trans* lives and experiences are abject, abnormal, unintelligible,…

How might identity and identity politics inform music teachers' practices and assumptions about disability? In this article, we engage in a critical discussion about how music educators might respond to disability. This article is presented in three parts as a collaborative dialogue between the two authors, using the landscape of identity politics…

Acting reflexively implies a "self-critical and self-conscious stance" (Glass, 2015, p. 555) of recognizing myself within a research process as an intentional participant-practitioner of generating knowledge. This article attempts to reveal visual evidence across a landscape of textual references and material implementations as a process…

The last half-century has seen a slow, tentative change in adult attitudes about young children's capacity to think abstractly. Parents and teachers know the young child as a dramatic mixture of the concrete, sense-bound, and the transcendent, and it is just that mixture, cultivated and pursued, which makes for philosophy. Young children's…

In this interview Craig Calhoun talks about universities, the Humanities and his own research. Universities reinvent themselves in the face of societal and technological change. In the midst of this change, however, universities are charged with maintaining old ideals, with informing the public and creating opportunities for human development. The…

"Testimonios" are used as a method to help understand and share the authors' lived experiences as "tocayos" with society and the human world, and to create interaction between both of them. The term "tocayo" is used to identify people who share the same name. The purpose of this paper is to share the lived experiences…

Multilingual identity is an area ripe for further exploration within the existing extensive body of identity research. In this paper we make a case for a conceptual framework that defines multilingual identity formation in terms of learners' active involvement, and proposes the classroom as the hitherto underused site for participative identity…

This paper explores possibilities for more democratic approaches to researching learning in and through everyday workplace practices. This links with a concern with who is able to speak in representations of learning at work, what is able to be spoken about and how knowing, learning and experience are inscribed in theories of workplace learning. I…

Indigenous academics are often faced with a balancing act between the danger and risk of critiquing the institutions within which they reside, and the duty or obligation they feel to do so. As Indigenous Maori academics located within three different business schools across Aotearoa New Zealand, our work in both research and teaching is often…

In this paper, we consider the theoretical implications of having high ability and being labeled as highly able to engagement in self-regulated learning. We frame this theoretical explication with the Dynamic Systems Model of Role Identity (DSMRI). The DSMRI depicts self-regulated learning as emerging from a complex dynamic system that integrates…