Abstract
AbstractThis chapter draws upon duoethnographic methodology to invite readers into conversation about the complexity and importance of centering positionality in the Scholarship of Teaching and Learning (SoTL). We suggest that self‐reflection towards positional awareness fosters ethically rooted, authentic SoTL practice, and offer related considerations that we hope can help SoTL forward in articulating, and living by, its principles of critically collegial and inclusive co‐creation.
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