Tapestries of teaching, scholarship, and personal growth: Stories from a community of practice

Author Identifier

Narelle Lemon: https://orcid.org/0000-0003-1396-5488

Document Type

Book Chapter

Publication Title

Expanding the Visions of Faculty Learning Communities in Higher Education: Emerging Opportunities for Faculty to Engage Each Other in Learning, Teaching, and Support

Volume

6

Issue

1

Publisher

Information Age Publishers

School

School of Education

RAS ID

70353

Comments

Hall, M. P., Jones, L. F., Lemon, N., & Curry, A. B. (2024). Tapestries of teaching, scholarship, and personal growth: Stories from a community of practice. In Expanding the Visions of Faculty Learning Communities in Higher Education: Emerging Opportunities for Faculty to Engage Each Other in Learning, Teaching, and Support (pp. 282-302). Information Age Publishing. https://www.infoagepub.com/products/Expanding-the-Vision-of-Faculty-Learning-Communities-in-Higher-Education

Abstract

Listening to each other is vital in higher education; it is a part of how people come together to create a Community of Practice (CoP), a structure crucial in ensuring the best educational outcomes for students and faculty alike. Our book, Academia from the Inside: Pedagogies for Self and Other (Hall & Brault, 2021), came about through connecting academics who were looking for deeper meaning in their profession. Together, we explored the self who teaches, the self who learns, and the ways these selves interact within the academy. Through writing processes and collaborative conversations in crafting this international interdisciplinary book, we became a CoP. In this chapter, the authors explore the development and impact of this virtual CoP. Over the course of the pandemic, we have brought into dialogue the ideas of educator Parker Palmer (2017) with ancient Indian ideas and philosophies as practiced by physician and educator, Dr. Chinmay Pandya (Hall & Brault, 2021), through the theme of embodied education. We each bring to our chapters the range of contemplative pedagogies and practices in our academic and personal lives. In contrast to the usual practice in edited collections, we did not write in silos, but met on Zoom for three collaborative calls that fostered the development of our chapters and helped writers link their individual work with the book’s themes. We share ways in which dialogue and feedback on our evolving chapters have affected our continuing research, writing practices, and personal growth by highlighting intersecting moments, joint experiences, and individual pathways that illuminate what is possible when multiple voices come together to learn with and from one another to represent “insides” of academia.

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