Troublesome Knowledge of SoTL

Article


Manarin, Karen and Abrahamson, E. 2016. Troublesome Knowledge of SoTL. International Journal for the Scholarship of Teaching and Learning. 10 (2), p. Article 2. https://doi.org/10.20429/ijsotl.2016.100202
AuthorsManarin, Karen and Abrahamson, E.
Abstract

This study explores the Scholarship of Teaching and Learning (SoTL) as a form of troublesome knowledge
(Perkins 1999) that continues to trouble its practitioners. Forty-eight higher education professionals from six
countries described their understanding of SoTL in an online survey; ten individuals participated in follow-up
interviews to consider how SoTL experiences shape, support, or hinder academic identity and knowing. We
categorize our findings according to the dynamic factors—personal, relational, and contextual—identified by
Lieff et al (2012); we argue that SoTL serves to illuminate and expose tensions created by competing values
and that these values can lead to, or create, a troublesome space wherein promoting SoTL can be enabling and
disabling.

JournalInternational Journal for the Scholarship of Teaching and Learning
Journal citation10 (2), p. Article 2
ISSN1931-4744
Year2016
PublisherGeorgia Southern University
Publisher's version
License
CC BY-NC-ND
Digital Object Identifier (DOI)https://doi.org/10.20429/ijsotl.2016.100202
Publication dates
Print31 Jul 2016
Publication process dates
Deposited09 Aug 2016
Accepted16 Mar 2016
Copyright information© 2016 Georgia Southern University reproduced with permission from International Journal for the Scholarship of Teaching & Learning.
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