A new scholarship of classroom-based, open, communal inquiry?

Parker, Jan (2013). A new scholarship of classroom-based, open, communal inquiry? Teaching & Learning Inquiry:The ISSOTL Journal, 1(1) pp. 23–33.

DOI: https://doi.org/10.2979/teachlearninqu.1.1.23

URL: http://www.jstor.org/stable/10.2979/teachlearninqu...

Abstract

This article argues that SoTL may draw on and inform other scholarships – of discovery, application and integration – by bringing them into a classroom- and community-based scholarship of communal inquiry. In so doing, SoTL will resist teaching being regarded and evaluated as transmission and delivery of knowledge made elsewhere, reasserting the classroom as the place for the development of knowledge- and meaning-making, the site and focus of ‘teaching-led research’.
It outlines a scholarship of communal inquiry which includes students, community and academics, both ‘Discovery’ and Teaching and Learning scholars: a boundary-crossing community of disciplinary knowledge -creating, evaluating and publishing practice, including from open data and curriculum- and assessment-change processes.
Further, that a scholarship of inquiry, developed in partnership with community interest groups (through scholarship of application projects), grounding and re-valuing the research agenda of higher institutes and professions (the scholarship of discovery) and reimaging the curriculum (drawing on and revitalising the scholarship of integration and bringing SoTL centrally to disciplinary and interdisciplinary studies) will prepare the student to become that lifelong, practitioner-scholar so needed for our future.

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