Academic development through the contextualization of the Scholarship of Teaching and Learning: reflections drawn from the recent history of Trinidad and Tobago

Abstract

Whilst the case for the Scholarship of Teaching and Learning (SoTL) has been made, there has been little discussion on how such scholarship might lead academic development at the local level. Through analyzing the recent history of Trinidad and Tobago this paper proposes that the conceptualization of SoTL should embrace the nuances of its particular context. It is argued that, since gaining independence, the education system of Trinidad and Tobago has failed to shake off the remnants of its former colonizer and that the Ministry of Education has looked to import educational 'best practice' from other countries. This paper suggests that 'borrowing' the drivers of development is culturally naïve and, instead, proposes that educational change should be led through a context-specific examination of the relationship between scholars of teaching and learning and the society in which they find themselves.

Reflections on academic development: what is in a name?

“…One of the reasons is that it is an applied science, drawing from the fields of education, sociology, psychology, organisational and change management, and applied linguistics. Another reason is that as Manathunga (2014), Barrow and Grant (2012), and Blair (2014) have demonstrated, the focus and purpose of academic development is influenced, if not determined, by the policy and cultural environment in which it functions. These change over time, as higher education responds to different stimuli and imperatives.…”

Leading change from different shores: The challenges of contextualizing the Scholarship of Teaching and Learning

“…We also share some of the key challenges in the need for contextualizing SoTL practices. Our work is inspired by Blair's (2014) work on Trinidad and Tobago: "Identity is defined both locally and trans-locally (Olwig, 1999) and, by embracing the translocal, scholars may discover that developing SoTL is concurrent with developing the context itself and with supporting the development of an education system that is of the people and by the people, yet is able to position itself within a global context" (Blair, 2014, p. 337, italics added).…”