Reflecting on Reflecting: Scholarship of Teaching and Learning as a Tool to Evaluate Contemplative Pedagogies

Franzese, Alexis T.; Felten, Peter

doi:10.20429/ijsotl.2017.110108

Cited by 14 publications

(15 citation statements)

References 10 publications

(10 reference statements)

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“…If, however, SOTL is grounded in specific contexts (Felten 2011), and not generalisable (Gibbs 2010), who are the peers for whom the published work is relevant? Banda and Banda (2017) note that Franzese and Felten (2017) draw attention to the way SOTL findings are difficult to replicate when the research is context based. They add that the "faculty and classroom designs and implementation heuristics of the SOTL strategies [outlined by them] have a Western and monocultural orientation" (Franzese & Felten 2017:63).…”

Section: Extending the Contextualising Of Sotlmentioning

confidence: 99%

Contextualising contexts – Scholarship of Teaching and Learning and cultural difference

Looker

2018

Sotls

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SOTL has an originary moment and a well-rehearsed history. It has been constructed as an approach to understanding teaching and learning with a focus on reflective practice to improve practice and student learning, but it excludes sociocultural influences. This paper argues that by concentrating on the ‘classroom’, and cognitive measures of success, SOTL conforms to a Western view of what is valuable in education. This instrumentalist perspective allows the process of SOTL to seem universally applicable. It is argued that this instrumentalist approach is a black-box perspective, analogous to the black box of the mind seen in behaviourism. Using Chakrabarty’s notion of “provincializing Europe”, some structural elements of SOTL history are analysed with an eye to provincialising SOTL. Following this, a personal teaching experience across two cultures is described to demonstrate the inability of SOTL to comprehend the behaviour of students across different cultures without providing more contextual information. Differences between East Asian and Western views of cognition are presented to suggest that cultural differences in conceptions of learning have a significant effect on what happens in the classroom. In conclusion, if SOTL is to be meaningful internationally, it needs both to embrace and be explicit about sociocultural influences and, crucially, it needs to be decentred from Western hegemonic practice. How to cite this article: LOOKER, Peter. Contextualising contexts – Scholarship of Teaching and Learning and cultural difference. Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 112-128, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=32 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/

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Section: Extending the Contextualising Of Sotlmentioning

confidence: 99%

Contextualising contexts – Scholarship of Teaching and Learning and cultural difference

Looker

2018

Sotls

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“…This is more a description of characteristics involving a number of elements than a specified definition. The lack of specific definition could be due to the limitations of SOTL, which is that it is situated and context-based and draws from a range of disciplines, some of which have their own methodologies and theoretical orientations (Franzese & Felten 2017). Some of the important ingredients in the conceptualisation are the focusing on the teaching or learning problem, systematic methodology in solution-finding, making findings public, and self-reflection.…”

Section: Scholarship Of Teaching and Learningmentioning

confidence: 99%

“…Based on Felten's (2013) principles, Franzese and Felten (2017) propose that the SOTL framework can be used as a device to evaluate the efficacy of contemplative pedagogies in teaching and learning. They argue that the principles can be a useful guide for faculty to "incorporate new pedagogical approaches into their teaching and to conduct classroom-level practical inquiry into learning and development linked to contemplative pedagogies", and for individuals seeking a reflective guide for their planning, conducting and acting on the results of the SOTL enquiries (Franzese & Felten 2017:2).…”

Section: Scholarship Of Teaching and Learningmentioning

confidence: 99%

“…They argue that the principles can be a useful guide for faculty to "incorporate new pedagogical approaches into their teaching and to conduct classroom-level practical inquiry into learning and development linked to contemplative pedagogies", and for individuals seeking a reflective guide for their planning, conducting and acting on the results of the SOTL enquiries (Franzese & Felten 2017:2). Franzese and Felten (2017) note a number of limitations of SOTL, which includes that it is context-based making it difficult to replicate the findings; it is multidisciplinary and hence draws from many fields, some of which may have their own specialised methodologies and theoretical frameworks, and that it focuses on isolated pieces of learning and not on the learning experience in its entirety.…”

Section: Scholarship Of Teaching and Learningmentioning

confidence: 99%

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Demystifying research methods: everyday experiences as socio-cultural co(n)texts for effective research methods in teaching and learning in institutions of higher learning in Africa

Banda

2017

Sotls

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The aim of the paper is to demonstrate how everyday knowledge can be incorporated into the classroom practices of institutions of higher learning to inform inclusive outcomes for linguistically and culturally diverse students. Using a metaphor of a marketer’s everyday interrogation of market conditions, a postgraduate guide to proposal writing and the funds of knowledge socio-cultural framework, we illustrate how forms of everyday and school knowledge can be used concurrently in the construction of socially responsive dialogic pedagogy. We argue for scholarship of teaching and learning (SOTL) in the South in which knowledge and theory generation is not a preserve of English only, but more so, of the complex interactions between English and the multiplicity of languages that students bring to the classroom. We conclude that SOTL in the South needs to be founded on the transfiguration of everyday knowledge and formal academic knowledge to facilitate the production of new and more powerful knowledge in multicultural postcolonial society. This would allow for inclusive pedagogy that caters for diversity in classrooms, and activity-based teaching and learning, networking students’ experiential, community/home and formal academic knowledge in the construction of new and powerful knowledge. How to cite this article: BANDA, Felix; BANDA, Dennis. Demystifying research methods: everyday experiences as socio-cultural co(n)texts for effective research methods in teaching and learning in institutions of higher learning in Africa. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 60-77, sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=13>. Date accessed: 12 sep. 2017. 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/

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“…The project described here aimed to engage undergraduate students in the scholarship of teaching and learning (SoTL), which includes contextually grounded inquiry focused on student learning, methodologically sound research conducted in partnership with students, and sharing of findings and insight about teaching (Franzese & Felten, 2017). The case study teaching method, which uses narrative to present content and engage students in inquiry-based learning, formed the basis for our SoTL project.…”

Section: Introductionmentioning

confidence: 99%

Students as Partners in the Scholarship of Teaching and Learning

Bonney

2018

ij-sotl

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This essay reflects upon lessons learning from engaging students as partners in the scholarship of teaching and learning (SoTL). The project described here aimed to engage undergraduate students in SoTL research-based learning using the case study teaching method. Student partners were actively involved in synthesis of original case studies for teaching undergraduate biology, publishing and presenting this work to the public, and designing a research study to assess the effectiveness of case study teaching. Although largely successful, a number of challenges involving communication issues, time constraints, and project management were encountered. Based on the lessons learned from working through these challenges, tips are provided here that may be useful for in a variety of educational and research scenarios.

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Reflecting on Reflecting: Scholarship of Teaching and Learning as a Tool to Evaluate Contemplative Pedagogies

Cited by 14 publications

References 10 publications

Contextualising contexts – Scholarship of Teaching and Learning and cultural difference

Contextualising contexts – Scholarship of Teaching and Learning and cultural difference

Demystifying research methods: everyday experiences as socio-cultural co(n)texts for effective research methods in teaching and learning in institutions of higher learning in Africa

Students as Partners in the Scholarship of Teaching and Learning

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