Unsettled: Handling academic identities, knowledge and frameworks through disruption
This thesis offers a close-up view of academic identities at a research-intensive university in Australia. It considers how constructions of identity play out within one academic practice framework, known as the research-teaching nexus. The study explores the history of earlier movements linking res...
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ftunivsydney:oai:ses.library.usyd.edu.au:2123/27730 2023-05-15T16:16:54+02:00 Unsettled: Handling academic identities, knowledge and frameworks through disruption Lewis, Melinda Jane 2022 application/pdf https://hdl.handle.net/2123/27730 en eng The University of Sydney Faculty of Science, School of Life and Environmental Sciences https://hdl.handle.net/2123/27730 The author retains copyright of this thesis. It may only be used for the purposes of research and study. It must not be used for any other purposes and may not be transmitted or shared with others without prior permission. Thesis Doctor of Philosophy 2022 ftunivsydney 2022-05-30T13:44:15Z This thesis offers a close-up view of academic identities at a research-intensive university in Australia. It considers how constructions of identity play out within one academic practice framework, known as the research-teaching nexus. The study explores the history of earlier movements linking research and teaching, where action research supporting teacher professional development and student learning experiences were available to classroom teachers. Contemporary scholars explored the links between research and teaching in higher education where proponents praised the nexus for inquiry-based learning, research-informed teaching, and the scholarship of learning and teaching (Neumann, 1992; Brew & Boud, 1995; Healey, 2005; Jenkins, 2004). Conversely, opponents surfaced rigidity of the framework, and the incompatibility of research and teaching activities (Boyer, 1990; Barnett, 1992; Hattie & Marsh, 1996). My ethnographic study drew on Bourdieu’s Theory of Practice (1977; 1990), Jungian archetypal schemas (1959), and Bakhtinian dialogues to form a multitheoretical framework. Methodologically, the thesis drew on feminist research principles and Indigenist protocols alongside close-up, insider research in higher education (Trowler, 2012). Data obtained through semi-structured, in-depth interviews and participant observations with academics demonstrates how aspects of identity are constituted. The thesis highlights performativity when expressing research and teaching activities as missions, rather than lived and voiced experiences of academic identity. Significantly, the thesis engages with the notions of framework rigidity evidenced by academic health professionals’ expressions of being unsettled in their academic selves, whilst navigating an increasingly disrupted higher education sector. The thesis advocates for more urgent inclusion of framings drawn from feminist and First Nations knowledge systems to promote a more culturally nuanced research-teaching nexus in Australian higher education. Thesis First Nations The University of Sydney: Sydney eScholarship Repository |
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The University of Sydney: Sydney eScholarship Repository |
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English |
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This thesis offers a close-up view of academic identities at a research-intensive university in Australia. It considers how constructions of identity play out within one academic practice framework, known as the research-teaching nexus. The study explores the history of earlier movements linking research and teaching, where action research supporting teacher professional development and student learning experiences were available to classroom teachers. Contemporary scholars explored the links between research and teaching in higher education where proponents praised the nexus for inquiry-based learning, research-informed teaching, and the scholarship of learning and teaching (Neumann, 1992; Brew & Boud, 1995; Healey, 2005; Jenkins, 2004). Conversely, opponents surfaced rigidity of the framework, and the incompatibility of research and teaching activities (Boyer, 1990; Barnett, 1992; Hattie & Marsh, 1996). My ethnographic study drew on Bourdieu’s Theory of Practice (1977; 1990), Jungian archetypal schemas (1959), and Bakhtinian dialogues to form a multitheoretical framework. Methodologically, the thesis drew on feminist research principles and Indigenist protocols alongside close-up, insider research in higher education (Trowler, 2012). Data obtained through semi-structured, in-depth interviews and participant observations with academics demonstrates how aspects of identity are constituted. The thesis highlights performativity when expressing research and teaching activities as missions, rather than lived and voiced experiences of academic identity. Significantly, the thesis engages with the notions of framework rigidity evidenced by academic health professionals’ expressions of being unsettled in their academic selves, whilst navigating an increasingly disrupted higher education sector. The thesis advocates for more urgent inclusion of framings drawn from feminist and First Nations knowledge systems to promote a more culturally nuanced research-teaching nexus in Australian higher education. |
format |
Thesis |
author |
Lewis, Melinda Jane |
spellingShingle |
Lewis, Melinda Jane Unsettled: Handling academic identities, knowledge and frameworks through disruption |
author_facet |
Lewis, Melinda Jane |
author_sort |
Lewis, Melinda Jane |
title |
Unsettled: Handling academic identities, knowledge and frameworks through disruption |
title_short |
Unsettled: Handling academic identities, knowledge and frameworks through disruption |
title_full |
Unsettled: Handling academic identities, knowledge and frameworks through disruption |
title_fullStr |
Unsettled: Handling academic identities, knowledge and frameworks through disruption |
title_full_unstemmed |
Unsettled: Handling academic identities, knowledge and frameworks through disruption |
title_sort |
unsettled: handling academic identities, knowledge and frameworks through disruption |
publisher |
The University of Sydney |
publishDate |
2022 |
url |
https://hdl.handle.net/2123/27730 |
genre |
First Nations |
genre_facet |
First Nations |
op_relation |
https://hdl.handle.net/2123/27730 |
op_rights |
The author retains copyright of this thesis. It may only be used for the purposes of research and study. It must not be used for any other purposes and may not be transmitted or shared with others without prior permission. |
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