Reclaiming Our Agency in Academia: Engaging in the Scholarship of Teaching in Social Work

Abstract

In this paper, I argue that as academics we need to engage in self reflection on our own practice as educators. Among many things, this means looking at ourselves and challenging our own unhelpful arguments that work to rob us of our agency in terms of our scholarship. While beginning with an acknowledgement of broader realities, such as neoliberal agendas, that impact on our experiences of tenure and promotion, I wish to push the discussion further by arguing that one form of resistance to these unjust conditions is to reclaim our agency by revaluing our practice as educators.Hence, this paper begins with a challenge to some of our unhelpful arguments and proceeds to a discussion of several ideas that could be helpful in furthering our scholarship within a climate where quantity supersedes quality and where 'productivity' is the defining feature of success. My hope in writing this article is to offer my reflections and experiences as a way for other young academics to enhance their own scholarship. As such, this paper discusses the importance of writing for publication from an untenured academic's point of view and provides ideas that could assist specifically in engaging in the scholarship of teaching.

‘Getting it Write’ in social work: exploring the value of writing in academia to writing for professional practice

“…The second area of literature focuses more specifically on writing undertaken by social work students and practitioners. This area of study has received little scholarly attention in the UK and most publications emanate from the USA Adkins 2001, 2006;Badger 2010;Horton and Diaz 2011;Leon and Pepé 2010;Simon and Soven 1989;Waller 1996Waller , 2000 and Canada (Paré 2002, Le Maistre and Paré 2004, Paré and Le Maistre 2006Wehbi 2009). This body of work is primarily concerned with supporting social work writers in their academic writing at undergraduate and postgraduate levels.…”

Reflective Teaching in Social Work Education: Findings from a Participatory Action Research Study

“…However, there has been little to no research on the educational practices of social work educators themselves. Some of the research that has been done in this area encourages social work faculty to utilize self-reflection on their own practice as educators and scholars (Wehbi, 2009). Reflective teaching for this project included an application of participatory methods, supported by the academic environment through which junior faculty were given the time, freedom and encouragement to use reflection within the classroom as well as in this research project.…”

“Single Mothers by Choice”: Disrupting Dominant Discourses of the Family Through Social Justice Alternatives

“…I reflect on and engage in this privilege, knowing that I have the power in the classroom to dispel the myths, stigma, and dominant discourse that constructs single mothers and other marginalized groups in society. Wehbi (2009) notes the importance of thinking and writing about our reflections on teaching in social work classrooms: "Over the years, I have come to understand reflection on our practice as social workers in the field, or as educators in the classroom are both significant sources of knowledge worthy of writing about. These are our 'field' stories to tell" (p. 506).…”