No abstract

We argue that there is a reciprocal relationship between all scholarly activities, most importantly between teaching, learning, research and professional learning. The article builds on the work of others who call for a social justice approach to inform the SoTL. It focuses on the implications for professional learning, as an aspect of the SoTL which has been neglected. The tripartite account of participatory parity as advanced by Nancy Fraser is shown to be a valuable frame to describe instances of social justice, as well as the kind of institutional arrangements that should be instituted to support participatory parity. Alongside this, the notion of a 'pedagogy of discomfort' is shown to be an effective, but challenging means to advance awareness of justice and injustice amongst academics. The article draws on examples from three action based research projects run by the authors.

The editors of IJAD have recently been discussing how to give guidance to potential authors about the exact focus of the IJAD journal. We were concerned to give appropriate guidance and were certainly more easily able to articulate what academic development is NOT. For example, it is not about how to raise more funds for higher education in resource-constrained environments. It is also not about primary or high school teaching.When the IJAD editors tried to formulate a common understanding, we quickly realised how difficult our task was going to be. For example, Peter Kandlbinder stated, 'from my perspective academic development is tied up with identity, and what it is to be an academic'. Arguing that academic literacy, professional development and technology support are 'antecedent functions', he wrote in an e-mail exchange between the editors that: *

No abstract

No abstract