Abstract
The scholarship of teaching and learning (SoTL) defines itself as an inclusive field of study, and scholars have long lauded its ability to engage academics from each and every discipline. Yet SoTL’s research culture has long been dominated by a narrow conception of social science. As a result, the lived experience of scholars from other disciplines, particularly the humanities, is one of engaged alienation. The borders created by SoTL’s research paradigm are invisible to those within and somewhat impenetrable to those who are othered by virtue of their disciplinary identities. This paper interrogates the contradictions between SoTL’s espoused values and values-in-use.
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Recommended Citation
Potter, Michael K. and Raffoul, Jessica
(2023)
"Engaged Alienation: SoTL, Inclusivity, and the Problem of Integrity,"
International Journal for the Scholarship of Teaching and Learning:
Vol. 17:
No.
1, Article 2.
Available at: https://doi.org/10.20429/ijsotl.2023.17102
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