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ERIC Number: EJ814614
Record Type: Journal
Publication Date: 2006-May
Pages: 11
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-1360-144X
Doing Educational Development Ambivalently: Applying Post-Colonial Metaphors to Educational Development?
Manathunga, Catherine
International Journal for Academic Development, v11 n1 p19-29 May 2006
Post-colonial theories about liminality, hybridity, unhomeliness, and identity form a novel lens through which to re-theorise educational development work. Applying these conceptual frameworks allows practitioners and the academics they work with the opportunity to problematise some of educational development's colonial underpinnings and assumptions. They also enable an exploration of the states of betweenness that form educational developers' identities and impact implicitly and explicitly upon the nature of their changing practices. This paper seeks to read educational development and research supervisor development in particular "against the grain". It also seeks to illustrate these concepts through some vignettes of my academic development practice. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A