Naming is Power

Abstract

Citing is a political act. It is a practice that can work both sides of the same coin: it can give voice, and it can silence. Through this research, we call for those contributing to the scholarship of teaching and learning (SoTL) to attend to this duality explicitly and intentionally. In this multidisciplinary field, SoTL knowledge-producers bring the citation norms of their home disciplines, a habit that calls for interrogation and negotiation of the citation practices used in this shared space. The aim of our study was to gather data about how citation is practiced within the SoTL community: who we cite, how we cite, and what values, priorities, and politics are conveyed in these practices. We were also interested in whether any self-selected categories of identity (e.g., gender, career stage) related to self-described citation practices and priorities. Findings suggest several statistically significant relationships did emerge, which we identify as important avenues for further research and writing. We conclude with 10 principles of citation practices in SoTL.

An invitation into authentic dialogue about positionality in SoTL

“…If not, study results might reinforce ableist ways of knowing and learning. Anna : This has to do with the power of naming! (2021) SoTL scholars are talking about who we cite and who we reference [Chick at al, 2021]. You're reminding me of how directly this scholarly reflection mirrors practitioners’ arguments about intentionally choosing our course materials… I was also thinking about positionality within grading recently… we wanted to make sure that we kept asking questions rather than coming up with a list of things to check the box about… There's no such thing as “ungrading”; there are no right and wrong answers.…”