Abstract
We begin this chapter by inviting readers to eavesdrop on a group of university educators engaging in arts-enriched identity work as part of their professional development. We then look at one aspect of the context in which this work is taking place: the current focus on recognition for university teachers. While welcoming this new interest we warn of the risks of too heavy a reliance on external standards and normative frameworks.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Angus, L., & Rennie, D. (1988). Therapist participation in metaphor generation: Collaborative and noncollaborative styles. Psychotherapy, 25(4), 522–560.
Clegg, S. (2008). Academic identities under threat? British Educational Research Journal, 34(3), 329–345.
Collins, B., & Grisoni, L. (2012). Sense making through poem houses: An arts-based approach to understanding leadership. Visual Studies, 27(1), 35–47.
Council on Higher Education, South Africa. (2015). Accreditation framework. Retrieved from http://www.che.ac.za/ (Accessed August 12, 2015).
Cranton, P. (1996). Professional development as transformative learning: New perspectives for teachers of adults. San Francisco, CA: Jossey-Bass.
Dewey, A. (1938). Experience and education. Indiana, IN: Kappa delta Pi.
Eisner, E., & Powell, K. (2002). Art in science? Curriculum Inquiry, 32(2), 131–160.
Eisner, E. (2003). Artistry in education. Scandinavian Journal of Educational Research, 47(3), 373–384.
Future of Higher Education. (2003). Retrieved from http://www.dfes.gov.uk/highereducation/hestrategy/pdfs/DfES-HigherEducation.pdf (Accessed March 4, 2015).
Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change, San Francisco, CA: Jossey-Bass.
Henkel, M. (2005). Academic identity and autonomy in a changing policy environment. Studies in Higher Education, 49, 155–176.
Higher Education Academy. (2006/2011). Professional standards framework.
Hughes, L. (1994). Collected poems of Langston Hughes. New York, NY: Vintage.
Johnson, T. H. (Ed.). (1955). The poems of Emily Dickinson. Cambridge, MA: The Belknap Press of Harvard University Press.
Leavy, P. (2009). Method meets art: Arts-based research practice. New York, NY: The Guildford Press.
Loads, D. (2009). Putting ourselves in the picture: Art workshops in the professional development of university lecturers. International Journal for Academic Development, 14(1), 59–67.
Loads, D. (2010). I’m a dancer and I’ve got a saucepan stuck on my head: Metaphor in helping lecturers to develop being-for-uncertainty. Teaching in Higher Education, 15(4), 409–421.
Loads, D. (2013). Collaborative close reading of teaching texts: One way of helping academics to make sense of their practice. Teaching in Higher Education, 18(8), 950–957.
MacIntosh, P., & Warren, D. (Eds.). (2013). Creativity in the classroom. Bristol, England: Intellect.
Mezirow, J., & Associates. (1990). Fostering critical reflection in adulthood. San Francisco, CA: Jossey-Bass.
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 5–12.
Office for Learning and Teaching. (2015). Retrieved from http://www.olt.gov.au/about-olt (Accessed March 4, 2015).
Schön, D. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.
Silverstone, L. (1997). Art therapy the person-centred way: Art and the development of the person (2nd ed.). London, England: Jessica Kingsley.
Sims, P. (2003). Working with metaphor. American Journal of Psychotherapy, 57(4), 528–536.
Sims, P., & Whynot, C. (1997). Hearing metaphor: An approach to working with family-generated metaphor. Family Process, 36, 341–355.
Smart, F. (2014). Poetic transcription: An option in supporting early career academics? Journal of Perspectives in Applied Academic Practice, 2(3), 66–70.
Staff and Educational Development Association. (2013). Measuring the impact of the UK professional standards framework for teaching and supporting learning (UKPSF). Retrieved from https://www.heacademy.ac.uk/sites/default/files/resources/UKPSF_Impact_Study_Report.pdf (Accessed March 4, 2015).
Upitis, R., Smithrim, K., Garbati, J., & Ogden, H. (2008). The impact of art-making in the university workplace. International Journal of Education and the Arts, 9(8), 1–24.
US Department of Education. (2015). Accreditation and quality assurance. Retrieved August 12, 2015 from http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-accreditation.html
Watson, T. (2008). Managing identity: Identity work, personal predicaments and structural circumstances. Organisation, 15(1), 121–143.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Sense Publishers
About this chapter
Cite this chapter
Loads, D., Collins, B. (2016). Recognising Ourselves and Each Other in Professional Recognition. In: Smith, J., Rattray, J., Peseta, T., Loads, D. (eds) Identity Work in the Contemporary University. Educational Futures: Rethinking Theory and Practice, vol 1. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-310-0_13
Download citation
DOI: https://doi.org/10.1007/978-94-6300-310-0_13
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-310-0
eBook Packages: EducationEducation (R0)