Towards a Slow Scholarship of Teaching and Learning in the South

Autor/inn/en	Leibowitz, Brenda; Bozalek, Vivienne
Titel	Towards a Slow Scholarship of Teaching and Learning in the South
Quelle	In: Teaching in Higher Education, 23 (2018) 8, S.981-994 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2018.1452730
Schlagwörter	Teaching Methods; Scholarship; Learning Processes; Case Studies; Higher Education; Educational Development; Institutional Characteristics; Foreign Countries; Faculty Development; College Faculty; Barriers; South Africa + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Scholarships; Stipendium; Learning process; Lernprozess; Case study; Fallstudie; Case Study; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsentwicklung; Ausland; Fakultät; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01