Towards a Slow scholarship of teaching and learning in the South
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Date
2018
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Routledge
Abstract
Although the concept of a scholarship of teaching and learning
(SOTL) has emanated from the global North, it is a relevant and
useful concept in the global South. The concept was initiated in
the 1990s in the US. The original emphases in the seminal Boyer
Report, on the integration of various forms of scholarship, the
importance of intellectual thought and the collaborative nature of
teaching have been subject to various distortions, in part due to
the depredations of neoliberalism and performativity. We argue
that Slow scholarship, which has resonances with Boyer’s notions
of the scholarship of teaching and learning provides much
potential for reconceptualising SOTL in the South. These claims
are explored via a case study set in South Africa, where academic
developers at eleven higher education institutions covering the
range of institutional types were interviewed.
Description
Keywords
Scholarship of teaching and learning, Slow scholarship, South Africa, global South, Pedagogical reflection
Citation
Brenda Leibowitz & Vivienne Bozalek (2018) Towards a Slow scholarship of teaching and learning in the South, Teaching in Higher Education, 23:8, 981-994, DOI: 10.1080/13562517.2018.1452730