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    Being chimaera: a monstrous identity for SoTL academics

    Access Status
    Fulltext not available
    Authors
    Bennett, Rebecca
    Hobson, Julia
    Jones, Angela
    Martin-Lynch, Pamela
    Scutt, Cecily
    Strehlow, Karin
    Veitch, Sarah
    Date
    2015
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Bennett, R. and Hobson, J. and Jones, A. and Martin-Lynch, P. and Scutt, C. and Strehlow, K. and Veitch, S. 2015. Being chimaera: a monstrous identity for SoTL academics. Higher Education Research & Development. 35 (2): pp. 217-228.
    Source Title
    Higher Education Research & Development
    DOI
    10.1080/07294360.2015.1087473
    ISSN
    0729-4360
    Faculty
    Faculty of Business and Law
    School
    FBL Faculty Operations
    URI
    http://hdl.handle.net/20.500.11937/77773
    Collection
    • Curtin Research Publications
    Abstract

    Lurking on the fringes of university culture are academic identities that do not fit into the usual disciplinary communities. Aiming to explore the experience of ‘being academic’ when not linked directly to a discipline, this paper examines the stories of a diverse group of SoTL scholars who work in a centralised multi-campus academic skills support centre in an Australian university. Framed as group auto-ethnography, the paper inquires into the everyday experience of these academics through narrative analysis of multiple first-person accounts and makes apparent the monstrousness of de-affiliated academic identities. Despite diverse disciplinary backgrounds, the author-participants found that they now shared a tripartite academic identity formed through the negotiation of three roles: the teacher, the disciplinarian, and the educational researcher. Using the chimaera, a mythical three-headed monster as an organising metaphor, this paper aims to provide agency and visibility for often under-represented and unacknowledged academic identities.

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