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'I have a chameleon-like existence' : a duoethnographic account of border crossing by two academic development practitioners

dc.contributor.authorVan Schalkwyk, S.en_ZA
dc.contributor.authorMcMillan, W. J.en_ZA
dc.date.accessioned2016-12-09T13:30:22Z
dc.date.available2016-12-09T13:30:22Z
dc.date.issued2016
dc.identifier.citationVan Schalkwyk, S. & McMillan, W. J. 2016. 'I have a chameleon-like existence': a duoethnographic account of border crossing by two academic development practitioners. South African Journal of Higher Education, 30(6):207‒223, doi:10.20853/30-6-735.
dc.identifier.issn1753-5913 (online)
dc.identifier.issn1011-3487 (print)
dc.identifier.otherdoi:10.20853/30-6-735
dc.identifier.urihttp://hdl.handle.net/10019.1/99973
dc.descriptionCITATION: Van Schalkwyk, S. & McMillan, W. J. 2016. 'I have a chameleon-like existence': a duoethnographic account of border crossing by two academic development practitioners. South African Journal of Higher Education, 30(6):207‒223, doi:10.20853/30-6-735.
dc.descriptionThe original publication is available at http://www.journals.ac.za/index.php/sajhe
dc.description.abstractENGLISH SUMMARY : The practice of situating academic development practitioners within faculties poses challenges for practitioners from outside the particular discipline. Literature highlights how discourse and culture create tensions amongst role-players in cross-disciplinary contexts. This duoethnographic account examines the experiences of two practitioners as insider-outsiders in a health sciences disciplinary space. Duoethnography is a collaborative methodology where researchers, in dialogue, critique the meanings they give to social and epistemological constructs. Drawing on border crossing as theoretical lens, the study signals how the insider-outsider location might be mediated to support quality teaching. Border crossing highlights the construct of frontiers and associated identity work. The study identified critical success factors for collaboration – physical presence over time; knowing what is valued; an established identity as scholar and competent practitioner; a community of practice; recognition and an acknowledgement by faculty management; and personal flexibility, sensitivity, approachability and willingness to change.en_ZA
dc.description.urihttp://www.journals.ac.za/index.php/sajhe/article/view/735
dc.format.extent17 pages
dc.language.isoen_ZAen_ZA
dc.publisherHESA
dc.subjectCollege teachersen_ZA
dc.subjectInterdisciplinary approach in educationen_ZA
dc.subjectMedical anthropologyen_ZA
dc.title'I have a chameleon-like existence' : a duoethnographic account of border crossing by two academic development practitionersen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's version
dc.rights.holderAuthors retain copyright


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