Incubating a slow pedagogy in professional academic development: An ethics of care perspective

Collett, Karen; Berg, Carolien van den; Verster, Belinda; Bozalek, Vivienne

doi:10.20853/32-6-2755

Cited by 20 publications

(12 citation statements)

References 15 publications

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“…It is envisaged that through slowing down, 'we are able to reconnect with ourselves and others and nurture relationships to improve the quality of life and work' (Collett et al 2018:120). In academia, we have come to see the imprint of this philosophy expressed through the conceptions of Slow Science, Slow Pedagogy, Slow Ontology, Slow Philosophy and the Slow Professor (Berg & Seeber 2016;Boulous Walker 2016;Collett et al 2018;Leibowitz & Bozalek 2018;Stengers 2011;Ulmer 2017). Whilst this 'slowness' is often perceived as unproductive in academic circles, its urgency proves valuable and might rather be professed as 'differently productive' rather than unproductive (Ulmer 2017: 201).…”

Section: Unlocking the Potentials Within A Slow Pedagogy So That A mentioning

confidence: 99%

Re-Thinking the Humanities Curriculum in the Time of Covid-19

Koopman¹,

Koopman²

2020

Alternation African Scholarship Book Series

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Alternation research groups have made decisive and far-sighted knowledge production contributions in the interdisciplinary Arts and Humanities arena for more than twenty-five years. From 2020, it adds the Alternation African Scholarship Book Series (AASBS) to its research outputs system. Via its incisive thematically-focused inter-, multi-, and transdisciplinary, as well as digitally-informed, research approaches, the AASBS not only advances the frontiers of knowledge in Africa's institutions of Higher Learning in designated focus areas, but also critically generates scholarship of, by and with the people(s) of our continent. Historically the research draws on the rich traditions of interactive African intellectualisations, from its earliest civilisations, through struggles for liberation and freedom, to independence and growth. It opens up future epistemic opportunities through intellectual initiative and resourcefulness, while critically contributing to the international advancement of knowledge on all relevant levels. Contributing to research-led constructive, transformative and substantial discourse development in our programmes and disciplines, it also aims at impacting the wellbeing of our people foundationally and all-inclusively in the present. All forms of scientific and social challenge which Africa's societies and communities face, need to be problematised and researched in the Arts and Humanities, in the interest of cooperative and conscientious responsible knowledge generation and foundational conceptual and methodological research impacts. We serve the hopes and aspirations of the people of Africa. AASBS is committed to the highest levels of inclusive, factually correct and critical, sociallyresponsive and socially-accountable evidence-based research analyses and outputs. Each chapter is reviewed by at least two independent peer reviewers. Through its editing and peerreview system, each volume also builds research leadership, research expertise, and

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Section: Unlocking the Potentials Within A Slow Pedagogy So That A mentioning

confidence: 99%

Re-Thinking the Humanities Curriculum in the Time of Covid-19

Koopman¹,

Koopman²

2020

Alternation African Scholarship Book Series

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“…Drawing on Tronto's (2013) care ethic our feedback sought to open up the spaces for creativity, curiosity and caring critique. Our use of technology enabled increased opportunities for feedback, and feedback to be given at a pace and time where responses could be attentively considered (Collett, et al, 2018).…”

Section: Keeping the Focus On The Process Of Reading-writing-becomingmentioning

confidence: 99%

Sympoiesis “becoming with and through each other”: Exploring collaborative writing as emergent academics.: Exploring collaborative writing as emergent academics.

Collett

Berg²,

Verster³

2020

CriSTaL

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This paper explores our journey as three female academics as we collaboratively engage in the process of writing for scholarly publication. We read our experience through a Political Ethic of Care, Slow scholarship, and Sympoiesis. Informed by Barad's (2007) relational ontology of space~time~mattering we explore our process of collaborative writing. We trace our journey as emerging scholars in different environments and through different modalities and material entanglements. The paper contributes to an understanding of how emerging academics find and create opportunities to develop their scholarly practice through collaborative sympoietic relationships. We show how through an engaged and sustained Slow scholarship we were able to claim space and time to enliven our creativity and joy. This empowered us to meaningfully assert ourselves within the context of a neoliberal academic environment and to reimagine how socially just practices of scholarly writing could be realised in the'belly of the beast'.

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“…The use of online computer-assisted feedback is shown in the literature to support learner achievement effectively, and it has the potential to reduce workload in large classes (Hattie and Timperley 2007). Collett, van den Berg, Verster, and Bozalek (2018) found that technology used in a blended environment provided course participants with increased levels of feedback from peers and facilitators, keeping facilitators informed about the extent of student engagement. Boud and Molloy (2013: 20) promote the "nesting of tasks" to ensure that the feedback loop is completed, and the effects of earlier feedback can be traced.…”

Section: Formative Assessment Feedback Literacy and Technologymentioning

confidence: 99%

Decentering and recentering the writing centre using online feedback: Towards a collaborative model of integrating academic literacies development

Collett

Dison

2019

SPILPLUS

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Since its inception in 1994, the University of the Western Cape's Writing Centre has been on the margins, viewed as an add-on to central learning and teaching activities at the university (Archer and Richards 2011, Clarence 2011). In this article, we use the constructs of place, space, and power to explore the decentering of feedback on students' writing from the face-to-face, physical location of the Centre to the formative assessment space in a module. We reflect on the Centre's engagement with a formative online feedback intervention conducted by a lecturer within a Bachelor of Education Honours course. Writing centre tutors participated in providing formative feedback on nested, scaffolded tasks leading to a long essay, using the feedback function of the Turnitin platform. The space of engagement with students moved from the faceto-face, physical writing centre location to the online space. We found that the development of the academic writing and feedback literacies of writing tutors, students, and the lecturer were developed through sustained and responsive online and face-to-face communities of praxis. In this process, there was a partial decentering and recentering of the role of the Centre, enabled by technology and the integration of the development of academic literacies within the course curriculum. The sustained engagement between the lecturer, tutors, and writing centre coordinator played an essential role in the effectiveness of the intervention. However, in order to further develop the feedback literacies of students, the online feedback needs to be complemented with additional face-to-face interaction. We argue for both a decentering and recentering of the role of writing centres towards supporting departments in the integration of academic literacies development into curricula. One of the ways of doing this is by using technology to expand capacity in order to give students feedback on their writing within a blended learning environment that focuses on formative assessment. 1 We acknowledge the participation and contribution of the UWC Writing Centre tutors-Bernard Omukunyi,

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Incubating a slow pedagogy in professional academic development: An ethics of care perspective

Cited by 20 publications

References 15 publications

Re-Thinking the Humanities Curriculum in the Time of Covid-19

Re-Thinking the Humanities Curriculum in the Time of Covid-19

Sympoiesis “becoming with and through each other”: Exploring collaborative writing as emergent academics.: Exploring collaborative writing as emergent academics.

Decentering and recentering the writing centre using online feedback: Towards a collaborative model of integrating academic literacies development

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