As academics, we do not only produce and reproduce knowledge; we also produce our citizenship as a social and agonistic space. There are nuances embedded within academic citizenship -- unqualifiable, but compelling in their production and reproduction of power dynamics, bringing into disrepute notions of academic citizenship as a homogenous or…

This article explores the dynamics of Gaga, a contemporary movement practice developed by Israeli choreographer Ohad Naharin, as an emergent methodology for embodied research. Deploying Gaga as a case study, this article argues for the relevance of knowledge generated through lived, felt experience as well as ways of knowing grounded on bodily…

The core themes of research into higher education studies (HES) have previously been identified through quantitative approaches focused on publication patterns, but there is a lack of fine-grained, qualitative analysis about the development of the field. This paper provides an intergenerational analysis of the emergence of HES in the UK since the…

Current epistemic governance analyses in higher education ignore systemic power relations between Northern and Southern researchers. This paper does focus on previous approaches to understanding epistemic governance, but rather moves beyond these towards a Southern evaluative and prospective comprehension. The paper is primarily theoretical. We…

Institutional research management (RM) is increasingly seen as a strategic force, not only to raise the research output per academic, but also the quality thereof. RM, therefore, has to attend to researcher development (RD). How RD is achieved, as part of RM, is still viewed as an embryonic field with attendant calls for additional research.…

We present a distinctive approach to knowledge exchange used in the 'Shared Space' project; an inter-disciplinary researcher-teacher partnership using Allport's contact theory contact theory as a lens to interpret teachers' self-reported practice in the subject Religion and Worldviews (RWE). By so doing, we created new professional knowledge and…

This article reports on a co-produced project based in South Africa which aimed to support the development of youth committees in Safe Parks operating across Ekurhuleni municipality, by building young people's capacity to claim greater voice within their communities through participatory arts practices. Drawing on recent perspectives in the field…

This paper presents the work of three researchers in a self-study on researcher positionality using the reflective practice and pedagogy of correspondence as preparation for future work with mapuche women in Chile. We start from the assumption that research with and on indigenous groups has a historical debt to consider given the ways in which it…

In this conceptual article, we draw upon recent literature to describe the theoretical, epistemological, and methodological anchors that can inform a working conception of practitioner-scholarship. We position practitioner-scholarship at the intersection of an individual's work as a practitioner and researcher, wherein a practitioner focuses on…

This article explores how five international colleagues from the USA, Canada, China, and Japan use self-study methodologies and online journaling to systematically examine the tensions surrounding the lived experiences of feminist academics in diverse global contexts. It draws from the theoretical foundations of critical qualitative inquiry,…

This article discusses North-South-South higher education collaboration as a context for development education. We analyse an intensive course on qualitative research methods and culturally responsive education organized by a network of five universities from global South and global North. The course aimed to enhance qualitative understanding of…

Historically, the predominant narrative framing Hispanic-Serving Institutions (HSIs) is that they are monolithic and underperforming, inscribed in a false dichotomy as "Hispanic-Serving" or merely "Hispanic-Enrolling" (Núñez, Hurtado, & Calderón Galdeano, 2015). Together, these narrative threads weave a deficit perspective…

The term 'large group process' (LGP) refers to a range of participatory approaches to community engagement, geared towards exploring and/or identifying solutions to shared issues and problems, and planning change. Primarily used for applied purposes, they can be also used as a method of inductive inquiry in social research, particularly within…

This article seeks to theorize the teacher role--read also scientist and researcher--as an ontologizing practice to meet with the need for constant deauthorized knowledge and nonknowledge production for life, the ontology of sustainability. Teaching becomes "eventicized" and teachers become "data philosophers" through writing.…

Background: The personal epistemologies of engineering faculty are an important and as yet underinvestigated aspect of engineering education. In this study, personal epistemology is defined as the stances an individual takes on issues related to knowledge and knowing, such as what it means to know, what counts as knowledge, and what makes some…