Traversing Learning and Leading Collaboration : Stepping Towards New Power Values During Turbulent and In-Between Times

Book chapter


Smith, Catherine, Selkrig, Mark, Dulfer, Nicky, Harrison, Matthew, Cochrane, Thomas, Mckernan, Amy, Pollard, Vikki and Rasche, Jeni. (2023). Traversing Learning and Leading Collaboration : Stepping Towards New Power Values During Turbulent and In-Between Times. In In Coleman, Katherine, Uzhegova, Dina, Blaher, Bella and Arkoudis, Sophie (Ed.). The Educational Turn : Rethinking the Scholarship of Teaching and Learning in Higher Educatio pp. 59 Springer Nature.
AuthorsSmith, Catherine, Selkrig, Mark, Dulfer, Nicky, Harrison, Matthew, Cochrane, Thomas, Mckernan, Amy, Pollard, Vikki and Rasche, Jeni
EditorsColeman, Katherine, Uzhegova, Dina, Blaher, Bella and Arkoudis, Sophie
Abstract

In this chapter, we consider how perspectives about leadership, debates related to higher education, health promotion principles, and frameworks of new and old power informed our work as a group of disparate academic and professional staff who were identified to establish a’Digital Taskforce’ (DT) during the global pandemic. The role of the DT was to support teaching staff in Melbourne Graduate School of Education as it moved rapidly to remote and online teaching. By exploring aspects of our work together within the ecologies of policy, systems, groups, and individuals, we identify key elements of responding and bringing about change as a group of leaders during that turbulent time. Through our collaborative narrative, we also ponder how facets of our work may inform emergent ideas about the scholarship of teaching and learning and the possibilities for rethinking higher education.

KeywordsLeadership ; Power; Teaching; Learning; Work ; Digital
Page range59
74
Year01 Jan 2023
Book titleThe Educational Turn : Rethinking the Scholarship of Teaching and Learning in Higher Educatio
PublisherSpringer Nature
Place of publicationSingapore
Edition1st
SeriesRethinking Higher Education Series
ISBN978-981-19-8950-6
Web address (URL)https://link.springer.com/book/10.1007/978-981-19-8951-3
Open accessOpen access
Research or scholarlyResearch
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Print2023
Online18 Mar 2023
Publication process dates
Deposited25 Jul 2024
Additional information

© The Editor(s) (if applicable) and The Author(s) 2023. This book is an open access publication.

This book is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Permalink -

https://acuresearchbank.acu.edu.au/item/90vvv/traversing-learning-and-leading-collaboration-stepping-towards-new-power-values-during-turbulent-and-in-between-times

Download files


Publisher's version
  • 14
    total views
  • 10
    total downloads
  • 0
    views this month
  • 2
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Pedagogies of belonging in an anxious world : A collaborative autoethnography of four practitioners
Press, Nona, Andrew, Martin, Percy, Alisa and Pollard, Vikki. (2022). Pedagogies of belonging in an anxious world : A collaborative autoethnography of four practitioners. Journal of University Teaching and Learning Practice. 19(4), pp. 1-11.
Micro-credentials : A postdigital counternarrative
Pollard, Vikki and Vincent, Andrew. (2022). Micro-credentials : A postdigital counternarrative. Postdigital Science and Education. 4(3), pp. 843-859. https://doi.org/10.1007/s42438-022-00311-6
Reframing theory of, and for, practice in higher education
Percy, Alisa, Press, Nona, Andrew, Martin and Pollard, Vikki. (2021). Reframing theory of, and for, practice in higher education. Journal of University Teaching and Learning Practice. 18(4), pp. 1-4. https://doi.org/10.53761/1.18.4.1
STEM academic teachers’ experiences of undertaking authentic assessment-led reform : a mixed method approach
Hains-Wesson, Rachael, Pollard, Vikki, Kaider, Friederika and Karen, Young. (2020). STEM academic teachers’ experiences of undertaking authentic assessment-led reform : a mixed method approach. Studies in Higher Education. 45(9), pp. 1797-1808. https://doi.org/10.1080/03075079.2019.1593350
Creative teaching in STEM
Pollard, Vikki, Hains-Wesson, Rachael and Young, Karen. (2018). Creative teaching in STEM. Teaching in Higher Education. 23(2), pp. 178-193. https://doi.org/10.1080/13562517.2017.1379487
Developing critical questions from faculty tensions : An approach to collegiality in course teams
Savage, Julia and Pollard, Vikki. (2018). Developing critical questions from faculty tensions : An approach to collegiality in course teams. Issues in Educational Research. 28(2), pp. 470-486.
A three-stage process of improvisation for teamwork : Action research
Hains-Wesson, Rachael, Pollard, Vikki and Campbell, Angela. (2017). A three-stage process of improvisation for teamwork : Action research. Issues in Educational Research. 27(1), pp. 82-98.
A modest critical pedagogy for English as a foreign language education
Kim, Mykong and Pollard, Vikki. (2017). A modest critical pedagogy for English as a foreign language education. Education as Change. 21(1), pp. 50-72. https://doi.org/10.17159/1947-9417/2017/492
Trouble in the mall again : Naming as Social Drama in Multicultural Melbourne
Pollard, Vikki and Tsolidis, Georgina. (2016). Trouble in the mall again : Naming as Social Drama in Multicultural Melbourne. In In Tsolidis, Georgina (Ed.). Migration, Diaspora and Identity: Cross-National Experiences pp. 109-121 Springer International Publishing. https://doi.org/10.1007/978-94-007-7211-3_7
Taking the long road : A faculty model for incremental change towards standards-based support for sessional teachers in higher education
Savage, Julia and Pollard, Vikki. (2016). Taking the long road : A faculty model for incremental change towards standards-based support for sessional teachers in higher education. Journal of University Teaching and Learning Practice. 13(5), pp. 1-20. https://doi.org/10.53761/1.13.5.3
Learning-to-be in two vocationally-oriented higher education degrees
Pollard, Vikki, Vincent, Andrew and Wilson, Emily. (2015). Learning-to-be in two vocationally-oriented higher education degrees. On the Horizon. 23(1), pp. 7-15.
Engaging academics in collegial online professional development during a course renewal process : Intent and reflection
Savage, Julia and Pollard, Vikki. (2014). Engaging academics in collegial online professional development during a course renewal process : Intent and reflection. 2014 Higher Education Research and Development Society of Australasia Conference : Higher Education in a Globalized World . Hong Kong 07 - 10 Jul 2014 Australia: Higher Education Research and Development Society of Australasia. pp. 274
An ontological turn in critical thinking in higher education
Pollard, Vikki. (2014). An ontological turn in critical thinking in higher education. 2014 Higher Education Research and Development Society of Australasia. Hong Kong 07 - 10 Jul 2014 Hong Kong (Sar Of China): Higher Education Research and Development Society of Australasia. pp. 266-273
The entrepreneurial mindset in creative and performing arts higher education in Australia
Pollard, Vikki and Wilson, Emily. (2014). The entrepreneurial mindset in creative and performing arts higher education in Australia. Artivate: A Journal of Entrepreneurship in the Arts. 3(1), pp. 3-22. https://doi.org/10.1353/artv.2014.0009
Connecting with carnival : Developing critical business education through reflective writing
Pollard, Vikki. (2012). Connecting with carnival : Developing critical business education through reflective writing. 2012 Higher Education Research and Development Society of Australasia : Connections in Higher Education. Hobart 2012 - 2013 Australia: Higher Education Research and Development Society of Australasia. pp. 242
Home Space : Youth Identification in the Greek Diaspora
Tsolidis, Georgina and Pollard, Vikki. (2010). Home Space : Youth Identification in the Greek Diaspora. Diaspora, Indigenous, and Minority Education. 4(3), pp. 147-161. https://doi.org/10.1080/15595692.2010.490728
Being a ‘wog’ in Melbourne – young people's self-fashioning through discourses of racism
Tsolidis, Georgina and Pollard, Vikki. (2009). Being a ‘wog’ in Melbourne – young people's self-fashioning through discourses of racism. Discourse : studies in the cultural politics of education. 30(4), pp. 427-442. https://doi.org/10.1080/01596300903237206
Ethics and reflective practice : continuing the conversation
Pollard, Vikki. (2008). Ethics and reflective practice : continuing the conversation. Reflective Practice. 9(4), pp. 399-407. https://doi.org/10.1080/14623940802431788
Re‐deploying techniques of pastoral power by telling tales on student teachers
Tsolidis, Georgina and Pollard, Vikki. (2007). Re‐deploying techniques of pastoral power by telling tales on student teachers. Teaching Education. 18(1), pp. 49-59. https://doi.org/10.1080/10476210601151540
Schooling in Australia : The interplay of education, politics, and culture
Joseph, Cynthia, Winzer, Margaret and Pollard, Vikki. (2006). Schooling in Australia : The interplay of education, politics, and culture. In In Mazurek, Kas and Winzer, Margret (Ed.). Schooling Around the World : Debates, Challenges, And Practices pp. 104 Pearson Education.