Doing educational development ambivalently: Applying post-colonial metaphors to educational development?

Manathunga, Catherine (2006) Doing educational development ambivalently: Applying post-colonial metaphors to educational development?. International Journal for Academic Development, 11 1: 19-29. doi:10.1080/13601440600578771

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Author Manathunga, Catherine
Title Doing educational development ambivalently: Applying post-colonial metaphors to educational development?
Journal name International Journal for Academic Development   Check publisher's open access policy
ISSN 1360-144X
1470-1324
Publication date 2006-08
Sub-type Article (original research)
DOI 10.1080/13601440600578771
Volume 11
Issue 1
Start page 19
End page 29
Total pages 11
Place of publication Oxon, United Kingdom
Publisher Routledge
Collection year 2006
Subject C1
740301 Higher education
330199 Education Studies not elsewhere classified
Abstract Post‐colonial theories about liminality, hybridity, unhomeliness, and identity form a novel lens through which to re‐theorise educational development work. Applying these conceptual frameworks allows practitioners and the academics they work with the opportunity to problematise some of educational development’s colonial underpinnings and assumptions. They also enable an exploration of the states of betweenness that form educational developers’ identities and impact implicitly and explicitly upon the nature of their changing practices. This paper seeks to read educational development and research supervisor development in particular “against the grain”. It also seeks to illustrate these concepts through some vignettes of my academic development practice.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

 
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Created: Wed, 15 Aug 2007, 10:58:18 EST