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dc.contributor.authorSyska, A
dc.contributor.authorBuckley, C
dc.date.accessioned2022-08-31T12:55:37Z
dc.date.available2022-08-31T12:55:37Z
dc.date.issued2022-08-26
dc.identifier.issn1356-2517
dc.identifier.issn1470-1294
dc.identifier.urihttp://hdl.handle.net/10026.1/19591
dc.description.abstract

Research and writing are integral to academic identity; however, professionals identifying as Learning Developers form an international practitioner community with limited expectations for publishing. Inhabiting the liminal space between academic and professional roles, they have only recently begun to develop their own disciplinary scholarship. In this paper, the authors–Learning Developers who have transitioned from discipline-based to LD-based writing–argue that Learning Development (LD) struggles to be perceived as a distinctive academic field because it has not yet sufficiently written itself into existence. They propose a model for writing as liberatory practice that facilitates scholarly conversations and co-creation of an academic field. Through collective autoethnography, the authors build on their own positionality in LD in order to outline a framework for knowledge production, and demonstrate that scholars in emerging disciplines need encouragement and support to unlock their practitioner knowledge and articulate what makes them a unique scholarly field.

dc.format.extent1-16
dc.languageen
dc.language.isoen
dc.publisherInforma UK Limited
dc.subjectacademic writing
dc.subjectacademic publishing
dc.subjectcollaborative writing
dc.subjectliberatory practice
dc.subjectwriting strategies
dc.titleWriting as liberatory practice: unlocking knowledge to locate an academic field
dc.typejournal-article
dc.typeArticle
plymouth.author-urlhttps://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000844966200001&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=11bb513d99f797142bcfeffcc58ea008
plymouth.issue2
plymouth.volume28
plymouth.publisher-urlhttp://dx.doi.org/10.1080/13562517.2022.2114337
plymouth.publication-statusPublished
plymouth.journalTeaching in Higher Education
dc.identifier.doi10.1080/13562517.2022.2114337
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/PS - Academic Registry
plymouth.organisational-group/Plymouth/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dcterms.dateAccepted2022-08-11
dc.rights.embargodate2024-2-26
dc.identifier.eissn1470-1294
dc.rights.embargoperiodNot known
rioxxterms.versionofrecord10.1080/13562517.2022.2114337
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.typeJournal Article/Review


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