scholarly journals SoTL and the Humanities

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Renee Michael ◽  
Deandra Little ◽  
Emily Donelli-Sallee
Keyword(s):  
Peer Review ◽  
Collaborative Work ◽  
Knowledge Exchange ◽  
Ways Of Knowing ◽  
Full Group ◽  
Scholarship Of Teaching ◽  
Campus Leaders ◽  
Local Leader ◽  
Humanities Faculty

In this article, we share themes and tensions experienced by humanities faculty undertaking a scholarship of teaching & learning (SoTL) project as part of a multi-campus, grant-funded initiative. Faculty participants in the project iteratively transformed a course to improve one or more aspects of their students’ learning over a three-year period and documented the process and results in a course portfolio. To support their individual and collaborative work, each of the four campuses had a local leader, and participants met regularly with campus teams, convening with the full group annually for cross-campus knowledge exchange and peer review. At the project conclusion campus leaders gathered participant reflections and discovered a pattern of tensions that included: disciplinary ways of knowing, ways to represent knowing, and ways of writing and sharing. These tensions are similar to those identified elsewhere and can be potential impediments to this work for some in the humanities. Explicitly addressing those potential tensions while helping faculty see how their own disciplinary approaches can help them investigate their course practices is a useful first step toward more contributions from humanities scholars.

scholarly journals ‘I’m not being paid for this conversation’: Uncovering the challenges of artist–academic collaborations in the neoliberal institution

2019 ◽  
Vol 23 (3) ◽  
pp. 317-333
Author(s):  
Alena Pfoser ◽  
Sara de Jong
Keyword(s):  
Collaborative Work ◽  
Knowledge Exchange ◽  
Academic Research ◽  
The Political ◽  
Institutional Pressures ◽  
Negative Effects ◽  
Collective Response ◽  
And Shifts ◽  
The Impact

Artist–academic collaborations are fuelled by increasing institutional pressures to show the impact of academic research. This article departs from the celebratory accounts of collaborative work and pragmatic toolkits for successful partnerships, which are dominant in existing scholarship, arguing for the need to critically interrogate the structural conditions under which collaborations take place. Based on a reflexive case study of a project developed in the context of Tate Exchange, one of the UK’s highest-profile platforms for knowledge exchange, we reveal three sets of (unequal) pressures, which mark artist–academic collaborations in the contemporary neoliberal academy: asymmetric funding and remuneration structures; uneven pressures of audit cultures; acceleration and temporal asymmetries. Innovations at the level of individual projects or partners can only mitigate the negative effects to a limited extent. Instead this article offers a systemic critique of the political economy of artist–academic collaborations and shifts the research agenda to developing a collective response.

scholarly journals Post-publication peer review in biomedical journals: overcoming obstacles and disincentives to knowledge sharing

2018 ◽  
Author(s):  
Valerie Matarese ◽  
Karen Shashok
Keyword(s):  
Knowledge Sharing ◽  
Peer Review ◽  
Knowledge Exchange ◽  
Professional Experience ◽  
Constructive Feedback ◽  
Publication Analysis ◽  
Starting Point ◽  
Biomedical Journals

The importance of post-publication peer review (PPPR) as a type of knowledge exchange has been emphasized by several authorities in research publishing, yet biomedical journals do not always facilitate this type of publication. Here we report our experience publishing a commentary intended to offer constructive feedback on a previously published article. We found that publishing our comment required more time and effort than foreseen, because of obstacles encountered at some journals. Using our professional experience as authors’ editors and our knowledge of publication policies as a starting point, we reflect on the probable reasons behind these obstacles, and suggest ways in which journals could make PPPR easier. In addition, we argue that PPPR should be more explicitly valued and rewarded in biomedical disciplines, and suggest how these publications could be included in research evaluations. Eliminating obstacles and disincentives to PPPR is essential in light of the key roles of post-publication analysis and commentary in drawing attention to shortcomings in published articles that were overlooked during pre-publication peer review.

scholarly journals Decolonising the curriculum: Southern interrogations of time, place and knowledge

2018 ◽  
Vol 2 (1) ◽  
pp. 95
Author(s):  
Catherine Manathunga
Keyword(s):  
South Africa ◽  
Teaching And Learning ◽  
Knowledge Exchange ◽  
Theoretical Work ◽  
Feminist Research ◽  
Academic Disciplines ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
University Curriculum ◽  
International Scholarship

Despite decades of postcolonial, Indigenous and feminist research, dominant Northern knowledge continues to claim universality across time and space in many academic disciplines and continues to ignore geopolitical power struggles over knowledge. This has taken on a particular urgency in South Africa since the #RhodesMustFall and #FeesMustFall student campaigns beginning in 2015. The international Scholarship of Teaching and Learning (SOTL) field has only begun to grapple with the implications of Southern theory for teaching and learning. In this article, I focus on Southern interrogations about time, place and knowledge and what they offer us in terms of decolonising the curriculum and southernising SOTL. I apply these theoretical resources to the need to trouble taken-for-granted knowledge hierarchies between Northern and Southern knowledge and argue for a truly dialogic knowledge exchange and redistribution of epistemological privilege. I illustrate how these theoretical resources can be applied to the site of intercultural postgraduate supervision and conclude by extrapolating the implications of this theoretical work to efforts to decolonise the undergraduate and postgraduate university curriculum. How to cite this article: MANATHUNGA, Catherine. Decolonising the curriculum: Southern interrogations of time, place and knowledge. Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 95-111, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=23   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Students’ Perception of Peer Review in an EFL Classroom

2011 ◽  
Vol 11 (4) ◽  
pp. 138 ◽  
Author(s):  
Liliya Harutyunyan ◽  
Maria Fernanda Poveda
Keyword(s):  
Critical Thinking ◽  
Peer Review ◽  
Academic Writing ◽  
Collaborative Work ◽  
Main Tool ◽  
Multiple Choice Questions ◽  
Peer Revision ◽  
Cultural Approach ◽  
The Impact ◽  
Final Essay

Even though there is plenty of published information about the advantages of peer review, little can be found on what the beneficiaries (i.e. the students) feel about this method and what they might expect from it. In this paper, we present an analysis of the perceptions of 44 students at one of the largest universities in Ecuador, who had just undertaken a course in academic writing which used peer revision as the main tool for improving final essay compositions. The results show that participants of the groups who followed a peer revision approach do believe that they benefited from this method. This conclusion was reached after analysing students’ answers to a questionnaire which comprised closed option (multiple choice) questions as well as open-ended responses on the same three aspects pertaining to the impact of peer review: critical thinking, collaborative work and composition quality. This research is based on Vygotsky’s socio-cultural approach; it also supports and broadens previous investigations on this topic giving a more detailed and deep-rooted perspective, as participants who have used this methodology comment on its benefits and/or flaws.

scholarly journals Call for Submissions: Special Issue, Cultural and Pedagogical Inquiry (CPI)

2017 ◽  
Vol 9 (2) ◽  
Author(s):  
Cecille DePass
Keyword(s):  
Peer Review ◽  
Indigenous People ◽  
Lived Experiences ◽  
Ways Of Knowing ◽  
Publication Date ◽  
Special Issue ◽  
Single Word ◽  
World Views ◽  
Early Fall

Spirit and Heart: Indigenous People contest the formal and lived curriculaWe welcome proposals to contribute to the special issue.  Understandably, all proposals and work submitted to the co-editors of the CPI, special issue are to be grounded in Indigenous world views, lived experiences and/or ways of knowing.  Academic and community authors, poets and artists who are interested in contributing to this CPI Special Issue, please, submit a proposal in either a single Word or PDF file to any of the CPI Special Issue, Co-Editors by December 15, 2017.   If your proposal is accepted, the completed work is to be submitted for peer-review by March 15, 2018.  Planned publication date: early Fall 2018.

scholarly journals Ways of knowing and the possible contributions of curriculum to the decolonising project

2018 ◽  
Vol 2 (1) ◽  
pp. 136
Author(s):  
Yunus Ballim
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Ways Of Knowing ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Curriculum Transformation

In this reflective piece, Prof Yunus Ballim argues that we need to develop a more coherent position and understanding of the meaning of curriculum transformation in higher education and how this process may contribute to decolonising the curriculum. How to cite this reflective piece: BALLIM, Yunus. Ways of knowing and the possible contributions of curriculum to the decolonising project. Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 136-144, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=54   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/  

scholarly journals Community-Academic Peer Review: Prospects for Strengthening Community-Campus Engagement and Enriching Scholarship

2019 ◽  
Vol 4 (2) ◽  
pp. 1-20 ◽  
Author(s):  
Charles Z. Levkoe ◽  
Victoria Schembri ◽  
Amanda DiVito Wilson
Keyword(s):  
Peer Review ◽  
Peer Review Process ◽  
Ways Of Knowing ◽  
Pilot Project ◽  
Research Review ◽  
Critical Research ◽  
Community Based ◽  
Community Based Research ◽  
Campus Engagement ◽  
Community Perspectives

Scholarly peer review is hailed as an indispensable process to maintain quality and rigour in research publications. However, there is growing recognition of the limitations of peer review and concerns about the unexamined assumptions surrounding the processes that favour academic ways of knowing. In this paper, we build on these debates by exploring the possibilities for engaging communities in shaping and assessing the value of knowledge. Drawing on insights of a community-academic peer review pilot project through a pan-Canadian research partnership, we reflect on the value of incorporating community perspectives into research review processes and challenges of scaling-up these efforts. We argue that the perspectives of community-based practitioners are a necessary part of peer review—especially for Community-Based Research—to increase validity and accountability. This process gives academics and practitioners the power to collectively assess and evaluate knowledge products. Fundamentally, these efforts are about reviving higher education and critical research as part of a democratic public sphere that is open, inclusive, and relevant. We conclude by reflecting on the value of incorporating community perspectives into the peer review process. We also offer recommendations on how to recognize and incorporate community knowledge and experiences into assessment structures.

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