A learner developer perspective: critiquing dominant practices and cultures within university spaces

This commentary reflects my evolving understanding of the problematic nature of identity and how this relates to notions of professional identity for those in learning development (LD) roles who engage with and produce research. If identity is, as Quinn (2010) asserts, boundary-less, and experience...

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Autor principal:	Sarah Parkes
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2018
Materias:	third space practitioner-based research cultural critics identity Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/f6f7bd2a5edd44abad827744d1ed4d38
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id	oai:doaj.org-article:f6f7bd2a5edd44abad827744d1ed4d38
record_format	dspace
spelling	oai:doaj.org-article:f6f7bd2a5edd44abad827744d1ed4d382021-11-29T14:02:49ZA learner developer perspective: critiquing dominant practices and cultures within university spaces10.47408/jldhe.v0i0.4641759-667Xhttps://doaj.org/article/f6f7bd2a5edd44abad827744d1ed4d382018-10-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/464https://doaj.org/toc/1759-667X This commentary reflects my evolving understanding of the problematic nature of identity and how this relates to notions of professional identity for those in learning development (LD) roles who engage with and produce research. If identity is, as Quinn (2010) asserts, boundary-less, and experienced as a perpetual becoming between multiplicities, what does this mean for questions of identity? This paper suggests that perpetual becoming is reflected in LD roles that operate within a third space, crossing or spanning the boundaries of traditional institutional sites of research, teaching or services, administration or knowledge transfer (Whitchurch, 2013). From such a place, LD practitioners can become what Ball (2007) calls cultural critics, who through their experiences and knowledge of the variety of institutional practices and cultures, are in an enviable place to critique them. LD practitioners need to maintain a dialogical position that enables reflection-in-action (Schön, 2001) to understand and respond to the multiplicities present in competing individual, institutional and societal discourses. By way of an example, consider the contrast between the pervasive neo-liberal drive for quantification and performance, set against the complex and often messy realities (Biesta, 2010) of LD issues that we, along with our students, often experience. Learning developers cannot however ignore the current political and social contexts that represent the environment within which our work exists. Nonetheless, LD practitioners must maintain their access to, engagement with, and production of a disparate range of research from across varied institutional and sectoral domains that go beyond seeking evidence of effectiveness. Hence, the need for and purpose of LD practitioner research is to create knowledge-of-practice (Cochrane-Smith and Lytle, 1999) that generates ontological understanding of, and exposure to, the epistemological bases of LD practices. Sarah ParkesAssociation for Learning Development in Higher Education (ALDinHE)articlethird spacepractitioner-based researchcultural criticsidentityTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	third space practitioner-based research cultural critics identity Theory and practice of education LB5-3640
spellingShingle	third space practitioner-based research cultural critics identity Theory and practice of education LB5-3640 Sarah Parkes A learner developer perspective: critiquing dominant practices and cultures within university spaces
description	This commentary reflects my evolving understanding of the problematic nature of identity and how this relates to notions of professional identity for those in learning development (LD) roles who engage with and produce research. If identity is, as Quinn (2010) asserts, boundary-less, and experienced as a perpetual becoming between multiplicities, what does this mean for questions of identity? This paper suggests that perpetual becoming is reflected in LD roles that operate within a third space, crossing or spanning the boundaries of traditional institutional sites of research, teaching or services, administration or knowledge transfer (Whitchurch, 2013). From such a place, LD practitioners can become what Ball (2007) calls cultural critics, who through their experiences and knowledge of the variety of institutional practices and cultures, are in an enviable place to critique them. LD practitioners need to maintain a dialogical position that enables reflection-in-action (Schön, 2001) to understand and respond to the multiplicities present in competing individual, institutional and societal discourses. By way of an example, consider the contrast between the pervasive neo-liberal drive for quantification and performance, set against the complex and often messy realities (Biesta, 2010) of LD issues that we, along with our students, often experience. Learning developers cannot however ignore the current political and social contexts that represent the environment within which our work exists. Nonetheless, LD practitioners must maintain their access to, engagement with, and production of a disparate range of research from across varied institutional and sectoral domains that go beyond seeking evidence of effectiveness. Hence, the need for and purpose of LD practitioner research is to create knowledge-of-practice (Cochrane-Smith and Lytle, 1999) that generates ontological understanding of, and exposure to, the epistemological bases of LD practices.
format	article
author	Sarah Parkes
author_facet	Sarah Parkes
author_sort	Sarah Parkes
title	A learner developer perspective: critiquing dominant practices and cultures within university spaces
title_short	A learner developer perspective: critiquing dominant practices and cultures within university spaces
title_full	A learner developer perspective: critiquing dominant practices and cultures within university spaces
title_fullStr	A learner developer perspective: critiquing dominant practices and cultures within university spaces
title_full_unstemmed	A learner developer perspective: critiquing dominant practices and cultures within university spaces
title_sort	learner developer perspective: critiquing dominant practices and cultures within university spaces
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2018
url	https://doaj.org/article/f6f7bd2a5edd44abad827744d1ed4d38
work_keys_str_mv	AT sarahparkes alearnerdeveloperperspectivecritiquingdominantpracticesandcultureswithinuniversityspaces AT sarahparkes learnerdeveloperperspectivecritiquingdominantpracticesandcultureswithinuniversityspaces
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A learner developer perspective: critiquing dominant practices and cultures within university spaces

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