Forms Of Scholarship Research Articles

“The Siege of the Cultural City Is Underway:” Adolescents with Developmental Disabilities Make “Art”

As art educators are asked to broaden their scope to include children with a variety of abilities, they are beginning to seek answers from sources that might traditionally be outside their field. In an era of hybridization, appropriation, and bricolage, the divide among fields has become anachronistic and unfruitful. A new form of scholarship in art education might be derived from lessons learned in disability studies. This essay shows how this relatively new field has given way to first-person narratives. A pilot program called Arts-2-gether for preservice teachers puts theory into practice that illuminated and transformed learning. Through trial and error art educators encouraged non-verbal adolescents with developmental disabilities to communicate their own stories.

Scholarly Communication and Public Policies: The Experience of the Association of Research Libraries

ABSTRACT As members of the Association of Research Libraries support the research and scholarship being conducted at their institution, they rely on their association to shape and influence public policies on their behalf. While some of the policy issues have remained the same over the years, the changes in technology that are resulting in new forms of scholarship and the increasingly complex and interconnected environment create new opportunities and challenges for policy development. This article describes some of the important policy issues for scholarly communication and highlights current activities.

Joining the dots: the Scholarship of Teaching as part of institutional research

The Scholarship of Teaching and Learning (SoTL) tends to be conducted at local levels in the university by academics who evaluate and question their own teaching practices with a view to improvement. Institutional research, however, has tended towards the large scale use of statistics often generated through a university’s own procedures, primarily to inform management and policy decisions. Although both forms of research can lead to change or improvement, an opportunity to maximise information available to the university is perhaps missed as these two forms of research tend to remain within different spheres of influence, local practice and management information. This paper draws on examples of different forms of scholarship and research in one of the UK’s Centres for Excellence in Teaching and Learning. It suggests that SoTL should be viewed as part of a wider approach to IR, though mediation may be required between different levels of university structures in order to maximise benefits to university improvement agendas.

Are All Forms Of Scholarship Considered Equal?

Boyer’s four forms of scholarship were detailed in his 1990 book Scholarship Reconsidered: Priorities of the Professoriate. In the 18 years since publication of that book, universities struggle with changing the promotion and tenure criteria to include all four forms of scholarship. Faculty members often focus on publications as they prepare for promotion and tenure. They are not comfortable immersing themselves in other forms of scholarship, like engagement, for fear it may be viewed unfavorably by the university and/or the review committee. This paper focuses on the scholarship of engagement as it struggles to break through the institutional barrier and become an accepted form of scholarship.

Perspective: Recognizing and Rewarding Clinical Scholarship

Faculty members in medical schools and academic medical centers are in a constant process of generating new knowledge. The cornerstone of academia--and academic medicine--is scholarship. Traditionally, tenure and/or academic promotion in the professorial ranks is awarded to those who meet institutional criteria in the missions of research, teaching, and service, including patient care. In the academic review process, priority is often placed on a record of demonstrated, consistent success in traditional laboratory research, also known as the scholarship of discovery. More recently, there has been greater recognition of other forms of scholarship: education, application, and integration. These forms of scholarship, although less recognized, also result in the generation of new knowledge. In an attempt to understand the breadth and scope of clinical scholarship, the authors searched the extant literature in academic medicine for a definition of clinical scholarship and expanded the search to disciplines outside of medicine. They found that succinct, discrete definitions of clinical scholarship have been published in other disciplines, but not in academic medicine. After reviewing definitions of clinical scholarship from other disciplines, adapting definitions of educational scholarship in academic medicine, and including qualities unique to clinical scholarship, the authors developed a framework for understanding clinical scholarship in academic medicine as a means for opening a dialogue within the academic medical community. This dialogue hopefully will lead to formulating a succinct, discrete definition of clinical scholarship that will allow greater recognition and reward for clinical scholars in the promotion and tenure process.

Revisiting the “Hawthorne Problem”

Abstract Samuel Chase Coale's The Entanglements of Nathaniel Hawthorne: Haunted Minds and Ambiguous Approaches is a well-written and wide-ranging survey (intended for a broad audience) of what is now more than a century's worth of literary criticism and formal literary scholarship relating to the works of Nathaniel Hawthorne, still perhaps the most insistently canonical of all American authors. For Coale, “entanglement” (a term borrowed from the lexicon of quantum physics) goes far to explain both the richness and the confused (and often confusing) nature of the received scholarly tradition, since Hawthorne's intertwined and interpenetrating allegories, dualities, and polarities help to account for the “complicated and labyrinthine” nature both of the work itself and of the many scholarly responses that it has engendered.

How Do I Begin To Tell a Story that Has Not Been Told? Anarchism, Autoethnography, and the Middle Ground

As a testament to the growing literature on autoethnography and my own connections to systemic and direct racism, this article is a therapeutic way to explore my past through the ancient way of telling, testifying, and developing knowledge through narrative inquiry. Testimony opens new ways of looking at the world by participating in a subversive form of scholarship. Indigenous scholars have claimed that stories play a vital role in transmitting who we are. Through my experiences, I explore the concept of “the middle ground” and the spaces of identity created by complex relationships of power. Similar to the literature on borders, “go-betweens” dance across worlds and exist in spaces wrought with alienation, discovery, transmission, and cooperation. I also argue that anarchist theory and praxis can inform larger autoethnographic writing, pushing radicals to include narrative inquiry into their own communities and praxis through an exploration of self. In this way, we can begin the difficult process of theorizing from our own locations that includes moments of intense pain, shame, and triumph that life sometimes brings us.

Virginia Tech Carilion School of Medicine and Research Institute

Virginia Tech Carilion School of Medicine and Research Institute

Complexity theory – an approach to assessment that can enhance learning and – more generally – could transform university management

The paper discusses the continued relevance of the Humboldtian model of university education and interprets it in terms of the two fundamental concepts of complexity and collegiality. These are then applied to issues of assessment in universities. Beyond issues arising directly from complexity and collegiality, present university failings in assessment also arise from the continuation of university malpractices relating to a better understanding of the professionalisation of teaching and learning, of teaching and learning as a form of scholarship (Wissenschaft) and of the relevance of students’ freedom to learn.

Centers and Peripheries

“Centers and Peripheries” introduces the two goals of Pedagogy's special issue: to investigate what might be possible in the small college department as well as to suggest how these possibilities might inspire comparable intellectual work in other professional and institutional contexts. The article surveys a selection of published writing produced within the small college department and points to the practices of smaller institutions and departments in which faculty and students collaborate and envision scholarly and creative activities within the mission and values of a particular institution. It suggests that if the current traditional conception of the discipline has rendered a great deal of the work of the profession invisible, then it would make sense to talk more about what our colleagues are actually doing outside the doctorate-granting institution. The article concludes that representing more fully what we do will require us to move beyond general claims for teaching as a form of scholarship and away from decontextualized arguments about the value of teaching.

Access to Africa's Knowledge: Publishing Development Research and Measuring Value

This paper reviews, critically, the discourse of research publication policy and the directives of the regional and global organisations that advise African countries with respect to their relevance to African scholarly communication. What emerges is a readiness to use the concepts and language of the public good, making claims for the power of technology to resolve issues of African development. However, when it comes to implementing scholarly publication policies, this vision of technological power and development-focused scientific output is undermined by a reversion to a conservative research culture that relies on competitive systems for valuing and accrediting scholarship, predicated upon the systems and values managed by powerful global commercial publishing consortia. The result is that the policies put in place to advance African research effectively act as an impediment to ambitions for a revival of a form of scholarship that could drive continental growth. While open access publishing models offer solutions to the marginalisation of African research, the paper argues that what is also needed is a re-evaluation of the values that underpin the recognition of scholarly publishing, to better align with the continent's articulated research goals.

The scholarship of integration (re)considered

There has been considerable debate on the nature of scholarship over the past two decades. A key contribution to this debate is a seminal work in which Boyer (1990) articulates an expanded notion of scholarship. One of the four functions of scholarship that Boyer identifies in this expanded view of scholarship is the scholarship of integration. In this article I argue that this function is too narrowly conceived; a broader view of this construct is needed to reflect the complexity of this terrain of scholarship. I argue for a multi-dimensional model of scholarship that integrates three forms of scholarship with Boyer's four functions of scholarship. I also discuss the implications this model of scholarship has for the research university.

The Decline of Conceptual Articles and Implications for Knowledge Development

This article presents a framework for understanding and revitalizing the important role of conceptual articles in the development of knowledge in the marketing discipline. An analysis of 30 years (1978–2007) of publishing data from major marketing journals indicates that conceptual articles are declining, despite repeated calls for more emphasis on this form of scholarship. The sharpest decline has occurred in Journal of Marketing (JM), with much of the shift occurring over the past decade. Many substantive areas remain largely unexplored in conceptual articles. Over this 30-year period, conceptual articles published in JM have disproportionately more citations relative to their numbers, attesting to the importance of their role in knowledge development. Addressing the decline of conceptual articles and restoring their synergistic balance with other forms of scholarship will require concerted efforts on several interrelated fronts: the current generation of scholars; doctoral programs and students; journals, reviewers, and review process; and promotion, tenure, and incentive systems.

“The Relics of Slavery”: Interracial Sex and Manumission in the American South

Frontiers, Inc. -+40)$8%A0+B5($0*8%3%9+40B.'%+,%?+C$B%-54D($*E%F+'G%HIE%J+G%H%6KLIL7E%MMG%KKNHL O4P'(*#$D%P18%University of Nebraska Press -5.P'$%Q&>8%http://www.jstor.org/stable/10.5250/fronjwomestud.31.3.0022 . 3))$**$D8%IIRLHRKLII%IS8TK Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at . http://www.jstor.org/action/showPublisher?publisherCode=unp. . Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. University of Nebraska Press and Frontiers, Inc. are collaborating with JSTOR to digitize, preserve and extend access to Frontiers: A Journal of Women Studies. http://www.jstor.org

Bloggership, or is publishing a blog scholarship? A survey of academic librarians

PurposeThe aim of this paper is to gauge how academic libraries treat publishing a blog.Design/methodology/approachAs blogging becomes more popular, the question arises as to whether it should count as scholarship or a creative activity in academic promotion and tenure. To find out, the author sent a link to a questionnaire to several e‐mail lists, inviting academic librarians to answer a short survey.FindingsIn total, 73.9 percent of respondents indicated that their institution expects them to engage in scholarly activities and/or publish scholarly articles, 53.6 percent indicated that their performance review committees do not weigh a blog the same as an article published in a peer‐reviewed journal.Research limitations/implicationsAs technology changes, policies will need to change.Practical implicationsLibraries may need to adapt to new forms of scholarship. Electronic scholarship needs a mechanism for peer‐review.Originality/valueThe paper is original – the author did not find any other surveys regarding blogging as scholarship in the library literature.

Introduction

Introduction Helen Sword (bio) Most scholars of modernism are also teachers of modernism, and a significant proportion of our day-to-day intellectual labor involves prompting our students to engage with notoriously “difficult” cultural artifacts. An outsider to the discipline might therefore well imagine that our scholarly conferences and specialist journals are awash with discussions about this crucial and highly challenging aspect of our work. Nothing, however, could be further from the truth. Since the founding of the Modernist Studies Association eleven years ago, teaching-related events have accounted for fewer than 1% of the panels, roundtables, and seminars on offer at the MSA’s annual conference. Likewise, in the fifteen-year history of Modernism/Modernity, this journal has not published a single article devoted entirely to the teaching of modernism—until now.1 In a field of study that openly welcomes international, multicultural, and interdisciplinary approaches, why has pedagogy remained such a persistently untrendy—indeed, virtually taboo—subject? The reasons are as complex and multifarious as modernism itself. Some are economically inflected: most modernist scholars work in university environments where innovative research earns measurable rewards, whereas innovative teaching does not. Personal preference plays a role as well; many academics regard disciplinary conferences and journals as a welcome respite from the daily grind of teaching, which routinely requires [End Page 471] them to “dumb things down” for easy digestion by undergraduates. Finally and perhaps most crucially, literary scholars have in many cases never been trained to represent teaching as a scholarly activity—that is, as a complex, research-informed, theoretically-grounded intellectual practice. Influential pedagogical manifestos such Ernest Boyer’s Scholarship Reconsidered (which seeks to reconfigure teaching as a form of scholarship) and Donald Schön’s The Reflective Practitioner (which argues for the importance of a theorized, reflective pedagogy) have largely passed our discipline by.2 In an effort to encourage more high-quality discourse around teaching, the MSA Program Committee sponsors an annual Open Forum on Teaching, now in its fourth year. The inaugural Open Forum in 2006 was titled “Teaching out of the Archives” (in keeping with the Tulsa conference theme) and featured seven inventive teachers—Ben Alexander, Michael Coyle, Annette Debo, Amanda Golden, Sean Latham, Jerome McGann, and Cristanne Miller—discussing how and why they incorporated archival materials into their teaching. At the 2007 Open Forum in Long Beach, a series of brief teaching anecdotes launched an animated debate on the uses and value of innovative pedagogies. The 2008 Open Forum in Nashville, organized by John Whittier-Ferguson and Victor Luftig, sought to address some of the broader institutional and socio-cultural issues involved in the teaching of modernism. All three events drew large, appreciative audiences, suggesting that there is a place for teaching around the MSA conference table after all. This “MSA Teaching Forum cluster” seeks to capture some of the energy, engagement, and collaborative ethos of the 2007 Teaching Forum, which addressed the topic of “Making It New.” The contributors to this cluster represent a range of academic ranks (from graduate student to full professor), institutions (from small liberal arts colleges to large public universities), and geographical locations (U.S., Canada, U.K., New Zealand). In an attempt to preserve at least some aspects of our lively, non-linear conversation in Long Beach, each of the six panelists was asked to do the following: 1. submit a question about innovative teaching for the other panelists to consider; 2. contribute a brief first-person essay that addresses one of those questions via a specific, concrete teaching anecdote grounded in theoretical reflection; 3. read and comment on one another’s essays, so that the contributions have the texture of an ongoing intellectual conversation rather than a set piece or lecture. The resulting exchange captured in these pages substitutes conspicuous indicators of academic heft (e.g. footnotes, works cited, carefully crafted sentences) for the spontaneity, serendipity, and interactivity that characterized the live event. What survives intact here, however, is the power of the teachers’ voices, resonant with intelligence, good humor, concern for their students, and an abiding belief in the value of innovative teaching. [End Page 472] Helen Sword Helen Sword is Head of the Academic Practice...

The university and social responsiveness in the curriculum: a new form of scholarship?

Challenges facing the higher education sector globally include questions over what counts as knowledge and what are valid forms of both its reproduction and production. This paper addresses the question of how what counts as valid knowledge is challenged and how it changes over time. It does this via an analysis of examples of social responsiveness profiled as 'portraits of practice' in the annual social responsiveness reports produced at the University of Cape Town, South Africa, a traditionally strong research university. In this paper, we discuss and analyse key themes emerging from this work and argue that social responsiveness not only serves to enhance the core functions of teaching and research but can act to change them.

Unspeakable Transgressions: Indigenous Epistemologies, Ethics, and Decolonizing Academy/Inquiry

What does happen, when “history” and “heritage” is nowhere to be found or claimed and granted? Drawing in his own mestiço heritage, the author tells the story of Geraldo in relation to his own one. Who was Geraldo? The intention is to challenge categories of knowledge that also relay in “knowledges” and social constructions, created by mechanisms of colonization even when they are created for the empowerment of the oppressed in many circumstances. The author offers visceral knowledge of growing up as and working with the poor in Brazil, to advance decolonizing discourse that may lead to more inclusive notions of social justice questioning the uncontrolled desire to categorize and control the Other. Through a layered text with a blurred aesthetic format, which mixes life stories and academic scholarship, the author asks: Can these borders, legacies, and injustices be transgressed? Can my body be transgressive as a form of scholarship?

Re-centering: culture and knowledge in conflict resolution practice

At its core, the field of conflict resolution is about relationships and ways of approaching methods for problem solving. These relationships and approaches vary greatly depending on the individual, society, and historical background. Cultural perspective is thus fundamental to any dispute intervention. Re-Centering Culture and Knowledge in Conflict Resolution Practice is a collection of essays by scholars and practitioners of conflict resolution and grassroots members of communities whose contributions are not commonly recognized.The volume offers a sampling of the cultural voices essential to effective practice yet often considered marginal in the discourse of conflict resolution. The authors explore the role of culture, race, and oppression in resolving disputes. Drawing on firsthand experience and sound research, the authors address such issues as culturally sensitive mediation practices, the diversity of perspectives in conflict resolution literature, and power dynamics. The first anthology of its kind, this book combines personal narratives with formal scholarship. By melding these varied approaches, the authors seek to inspire activism for social justice in today's multicultural society.

James Carey, the American University, and the General Moral and Intellectual Point of View

The author describes how James Carey viewed and then judged the American university, its curriculum, and the forms of scholarship it rewards. Carey believed that the university had ceased to be an autonomous institution and, following the lead of the Canadian theorist Harold Innis, argued that its culture had been penetrated by interests representing the state, corporate commitments, and the professions. He said the modern curriculum fosters the formation of experts rather than citizens. The essay concludes with an analysis of how Carey sought to reconnect university education to democratic life and to what he called the “general moral and intellectual point of view.”