With increasingly interconnected global higher education, the shortcomings of dominant Anglo-American models of educational development are exposed when transposed upon emergent higher education communities and global First Nations' contexts. Moreover, as educational development becomes increasingly professionalized, harmful gaps and toxic cultures arise from blind spots created by disciplinary "best-practices". This experiential session examines our profession's limitations and the potentially detrimental constraints of faculty development modes we practice on our own campuses. This session encourages strategies for more critical reflexive practices that will benefit the profession and underserved populations of faculty and students.
Plenary 3: Equity, decoloniality, and social justice: Learning in Dialogue with South African ColleaguesNovember 12, 2020
How do educational developers around the globe best support their institutions in becoming more equitable and just? What can we learn from the different ways we are enacting— or failing to enact—our commitments? Presenters from diverse institutional contexts— a large, South African historically white and now majority black institution; a US historically black university; and a US elite, predominantly white institution — reflect on their shared commitments to decoloniality, anti-racism, and social justice. Audience members will learn from engaging with theoretical frameworks that guide the work in South Africa and explore examples of novel approaches to fostering liberatory educational practices.
Narrative is powerful -- even in small doses. Narrative pedagogy transforms by disrupting traditional teaching practices to co-construct knowledge (Ironside 2006), which is also true in educational development. Using narrative is an inclusive and transdisciplinary approach that enables educational developers to reimagine themselves as transformative "boundary crossers" (Cruz, Manginelli, Parker, Strahlman, 2018, p. 2). This session draws upon the authors' small narrative interventions in graduate student and faculty orientations to increase participants' sense of belonging, community, and self-efficacy. Facilitators will describe and model these generalizable narrative activities, and participants will identify storytelling strategies for their unique educational development contexts.
In her address, POD President, Dr. Donna Ellis, will draw on the concepts of connection and community within the POD Network, sharing various stories with us to explore her ideas.