Working with Wendy: A tribute to slow scholarship
Abstract
This article celebrates a decade long collaboration between an academic developer and a practitioner in the field of the professional development of actuaries. The collaboration is narrated and then the various professional development experiences that emerged are explored using Tronto’s (1993, 2013) framework of an ethics of care. The analysis shows that all the elements of Tronto’s framework are present in the implementation of the work by the actuarial profession, although ways could be considered to deepen attentiveness to the response of the care receiver. The model of authentic and caring Continuing Professional Development could be useful to academic developers in their work with educators who are also practitioners. Regarding the collaboration itself, the analysis suggests that the presence of all five elements of Tronto’s ethics of care contributed to successful and caring scholarship.
References
Banks, S., Hugman, R., Healy, L., Bozalek, V and Orme, J. 2008. Global Ethics for Social Work: Problems and Possibilities – Papers from the Ethics & Social Welfare Symposium, Durban, July 2008. Ethics and Social Welfare 2(3): 276-290
Barad, K. 2007. Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham: Duke University Press.
Bellis, C. 2000. Professions in society. British Actuarial Journal 6(2): 317−364
Biggs, J. 2003. Teaching for Quality Learning at University. Berkshire: Open University Press.
Boud, D and Hager, P. 2011. Re-thinking continuing professional development through changing metaphors and location in professional practice. Studies in Continuing Education 43(1): 17–30
Boud, D. and Molloy, E. 2013. “What is the Problem with Feedback?” In Feedback in Higher and Professional Education: Understanding it and Doing it well, edited by D.Boud and E.Molloy, 1-10. London: Routledge.
Bozalek, V., McMillan, W., Marshall, D., November, M., Daniels, A. and Sylvester, T. 2014. Analysing the professional development of teaching and learning at UWC from a political ethics of care perspective. Teaching in Higher Education 19(5): 447-458
Bozalek, V., Bayat, A., Motala, S., Mitchell, V. and Gachago, D. 2016a. Diffracting Socially Just Pedagogies through Stained Glass. South African Journal of Higher Education 30(3): 201-218
Bozalek, V., Mitchell, V., Dison, A. and Alperstein, M. 2016b. A diffractive reading of dialogical feedback through the political ethics of care. Teaching in Higher Education, DOI: 10.1080/13562517.2016.1183612
Bozalek, V. 2017. Slow Scholarship in Writing Retreats: A Diffractive Methodology for Response-able Pedagogies. South African Journal of Higher Education 31(2): 40-57
Cannon, R and Newble, D. 2000. A handbook for teachers in universities and colleges: A guide to improving teaching methods. London: Kogan Page.
Carless, D. 2013. “Trust and its role in Facilitating Dialogic Feedback.” In Feedback in Higher and Professional Education: Understanding it and Doing it well, edited by D.Boud and E.Molloy, 90-103. London: Routledge.
Friedman, A. and Woodhead, S. 2012. Approaches to CPD measurement. International Accounting Education Standards Board, http://www.parnglobal.com/approaches-to-cpd-measurement2.htm, 19/01/2012
Hamington, M. 2014. Care as personal, political and performative. Ethics of Care 3: 195-212
Haraway, D. 2016. Staying with the trouble: Making kin in the Chthulucene. Durham and London: Duke University Press.
Houle, C. O. 1981. Continuing Learning in the Professions. San Fransisco: Jossey-Bass
International Actuarial Association. 2012. Principles of Professionalism. http://www.actuaries.org, 12/03/2012
Lowther, M., Doyle, P., Dutkiewicz, C., Els, W., Malan, J., Missankov, I., Slawski, J., Thomson, R. and Wanliss, L. 2005. Report of the Public Interest Task Group of the Actuarial Society of South Africa. Conference Presentation – Actuarial Society of South Africa, Johannesburg
Lowther, M. and McMillan, W. 2006. Planning lifelong professionalization learning for actuaries. South African Actuarial Journal 6: 1−18
Lowther, M., McMillan, W. and Venter, F. 2009. Education for actuarial quality must develop more than technical competence. South African Actuarial Journal 9: 53-75
Lowther, M. and McMillan, W. 2014. The professional development cycle: Key to quality service delivery. South African Actuarial Journal 14: 1-18.
Lowther, M. and McMillan, W. 2015. “I now see CPD as an integral part of my life.” Authorship in Continuing Professional Development. Conference presentation – Organisational Learning, Knowledge and Capabilities Network Milan
McMillan, W. 2001. Explaining Differential Performance of Teacher College Students. D.Ed Thesis, University of the Western Cape.
MacLure, M. (2013). Classification or wonder? Coding as an analytic practice in qualitative research. In R. Coleman & J. Ringrose (Eds.), Deleuze and research methodologies (pp. 164–184). Edinburgh: Edinburgh University Press.
Sen, A. (1999). Development as freedom. Oxford: Oxford University Press.
Sevenhuijsen, S. 2003a. Principle Ethics and the Ethic of Care: Can They Go Together? Social Work/Maatskaplike Werk, 39: 393-399.
Sevenhuijsen, S. 2003b. The relevance of the Feminist Ethic of Care for Social Policy. Feminist Theory 4 (2): 179-197. Doi:10.1177/14647001030042006
Tronto, J. 1993. Moral Boundaries: A Political Argument for an Ethics of Care. New York: Routledge.
Tronto, J. 2013. Caring Democracy: Markets, equality and justice. New York: New York University Press.
Van Schalkwyk, S. and McMillan, W. 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
Copyright (c) 2018 Michael Lowther
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This journal is an open access journal, and the authors and journal should be properly acknowledged, when works are cited.
Authors, copyright holders, may use the publishers version for teaching purposes, in books, theses, dissertations, conferences and conference papers.
A copy of the authors' publishers version may also be hosted on the following websites:
- Non-commercial personal homepage or blog.
- Institutional webpage.
- Authors Institutional Repository.
The following notice should accompany such a posting on the website: This is an electronic version of an article published in SAJHE, Volume XXX, number XXX, pages XXX “XXX", DOI. Authors should also supply a hyperlink to the original paper or indicate where the original paper (http://www.journals.ac.za/index.php/SAJHE) may be found.
Authors publishers version, affiliated with the Stellenbosch University will be automatically deposited in the University Institutional Repository SUNScholar.
Articles as a whole, may not be re-published with another journal.
The following license applies:
Attribution CC BY-NC-ND 4.0
