Nov
Critical Reflection #13~ Identity, Slips from the Jaws of Ivory Towers
Image: Skynews
Yes, yes~ have not finished my first reading for this discussion of the course, BUT~ one must move on to keep up, much like the shark above to survive; there will be Critical Reflection #12 updates. Tonight, it’s all about Jawitz (2009) Academic identities and communities of practice in a professional discipline.
Reflecting on the title says to me that the paper will be about developing one’s identity whilst on faculty, assuming that you are working within a community of practice (CoPs) ~:-)
Almost forgot~ music is easy listening with ABC Dig Radio streamed through my Strongbox. Kinobe just got Liked and Tweeted~ those strings are surreal~
I may need to buy more wine…
Anyways, the reading~ How are academic identities formed from the tension created between higher ed and a particular discipline, and from that within the discipline itself? Tension does not have to be a negative, energy is dynamic and can bring things into being, like gravity and planetary orbits. However, as those of you who have read previous reflections will know, the tensions I tended to encounter were predominantly negative and negating creativity to preserve hegemony (which of course I was told was ‘self fulfilling prophesy’~ buckle or be hazed ~:-)
Jawitz presents his conclusions within the context of a case study on a higher ed institution in Cape Town, South Africa. His core finding, as pointed out by my lecturer was:
Multiple identity trajectories were evident, indicating the role of individual agency, despite the dominance of a professional community of practice within the department (p. 241).
He investigated new academics and how their practices of student assessment and research, using an interview method across levels of faculty within a department. His definition of academic identity notes its dichotomous nature; having individual and community dimensions. Across the definitions in literature he exposes the reader to the running theme is that of academic identity being fluid, dynamic and non-fixed.
Jawitz also tips his hat to the literature supporting academic identity as being informed by both the discipline and the professional community of that discipline. And importantly, that the relationship between research and teaching within a discipline plays an important role in faculty personal identity formation as professionals. He notes literature that speaks of teaching being seen as a “private matter” that is not as serious or important as research~ sounds familiar.
Situated learning theory is the pedagogy that leads the exploration of communities of practice (CoPs). It appears also to be a useful theory for investigating the processes of academic identity formation. Particularly, as knowledge is seen as distributed across the community, which to me seems much like memory being seen as distributed across the brain areas. Participation within such a community provides ‘interpretative support’ that aids gaining knowledge. I would argue that not all knowledge needs to be known, particularly if its about supporting an ideal of ‘some are more worthy than others’ of an education or mentor support from other staff.
In the process of participation, newcomers’ identities change as they are increasingly recognised as belonging to and contributing to a CoP (p. 243).
Yes, sure~ but what if you don’t want to participate in unethical. unequal, banal egocentric practices~ I am/was quite OK with my identity not changing beyond that of ‘Trouble’ and as being seen as not belonging or contributing to such a divisive group.
The social engagement that the author mentions, was for me, almost solely occurring with the undergraduate student body. Some post-grads, but that was always behind closed doors.
I wholeheartedly agree with, “Non-participation may in some cases be enabling, such as when newcomers choose a peripheral trajectory and accept elements of non-participation as part of their identity…reflects power…” (Wegner, 1998 cited in Jawitz, 2009, p. 245).
Is 8:30pm and time for me to call it a night on my studies and chillax with some anatophysio art/revision~ yes, nerd I am ~:-) Wonder if I can work a rocket ship into one of my pics tonight…hmmm.
What do you think of Jawitz’s definition of academic identity? Are you an academic who can relate to my reflective ramblings? (We are many I have found ~:-) Share your experiences of working within a CoP…
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[...] Jawitz (2009) identified 3 overlapping CoPs at the Cape Town university. The first was an active undergraduate committee to monitor and contribute to the teaching curriculum of undergraduates. The team met regularly and so developed shared understandings of values, principles and goals to their teaching. Senior academics did not take part in the teaching of undergrads and so did not attend the meetings. I think this would limit the rate of growth as teachers amongst the more junior academics. More Knowledgeable Others was Vygotsky’s term for the more experienced scaffolding and stepping back and in to guide and leave be, new learners (Gallagher 1999). [...]
November 24th, 2010 at 9:25 pm