The Topic
Developing theories for narratives in teaching and learning, based on an example of Black women's academic experiences
Educational institutions should be spaces for staff and students to engage in knowledge-building and creation as well as to address social justice concerns (Farmer, 2021). In order to create a space that is conducive to effective and enhanced teaching and learning, many students and staff may need more than to hear the word “welcome". Qualitative studies are necessary to know that not all individuals experience a context in the same way (Ellis, 2007; Johns & Marlin, 2010). Differences in experiences and perceptions include issues such as a sense of self/identity and belonging; all of which play a role in the success of learning and teaching. These factors affect individuals' interaction within the institutional cultural milieu and can either enhance or inhibit relationships and individual growth (Farmer, 2021). For a shift in institutional culture where not everyone feels welcome, differences in teaching and learning of students and academics entering universities must be taken into account (Behari-Leak, 2017). Addressing inequality and various discomforts at multiple levels in the context of the institution can aid in shifting institutional culture. Staff involved in teaching and learning may need to start considering their roles and their engagement with those with whom they share teaching and learning spaces.
Critical reflection about our interactions on various levels is a vital part of teaching and learning, especially where practitioners aim to interrogate their agency (Farmer, 2021; Herman, 2015; Kahn et al., 2012). Reflection is not only thinking; it is also actively speaking, conversing, writing and drawing.
I propose that staff may find autoethnographic or reflexive activity can play a significant part in building their portfolios to “move beyond theory" in their “professional learning" (Leibowitz et al., 2016; Winberg & Pallitt, 2016) and learn new ways to engage their students' thinking. Various modes of reflection can encourage interrogation of practices and interactions and that we all can impact how higher education evolves (Farmer, 2021).
The Speaker
Dr Jean Farmer (Advisor: Centre for Teaching & Learning)
Dr Jean Lee Farmer is an advisor on Teaching & learning at SU's Centre for Teaching and Learning. She works with academics' professional development, and has researched ways to support black female academics professionally. She is also the project manager for The Fund for Innovation and Research of Teaching & Learning and the First-Year Achievement Awards at SU. Her Ph D critiques higher education culture for the slow pace of transformation and lack of diversification in thinking, rather than expecting staff (and students) to assimilate with the culture. She continues to search for ways to work collaboratively towards social justice through teaching and learning.
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Lucy Lucks
llucks@sun.ac.za
021 808 3717
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