Theory as a verb: working with dilemmas in educational development

Authors

  • Lynn Coleman Cape Peninsula University of Technology, South Africa
  • Lucia Thesen University of Cape Town, South Africa

DOI:

https://doi.org/10.36615/sotls.v2i1.53

Keywords:

theory, educational development, literacies, dilemmas of practice, SOTL

Abstract

In this reflective piece, Lynn Coleman and Lucia Thesen explore dilemmas of practice and theory in light of the contested nature of knowledge and meaning-making in educational development.

How to cite this reflective piece:

COLEMAN, Lynn; THESEN; Lucia. Reflective piece: theory as a verb: working with dilemmas in educational development. Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 129-135, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=53

 

This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

 

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Published

2018-04-24

How to Cite

Coleman, L., & Thesen, L. (2018). Theory as a verb: working with dilemmas in educational development. Scholarship of Teaching and Learning in the South, 2(1), 129–135. https://doi.org/10.36615/sotls.v2i1.53

Issue

Vol. 2 No. 1 (2018): SOTL in the South (special issue)

Section

Reflective pieces

License

Copyright (c) 2018 Scholarship of Teaching and Learning in the South

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

This work is licensed under the Creative Commons Attribution 4.0 International License.
To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/