Theory as a verb: working with dilemmas in educational development

Lynn Coleman; Lucia Thesen

doi:10.36615/sotls.v2i1.53

Lynn Coleman

Cape Peninsula University of Technology, South Africa

Lucia Thesen

University of Cape Town, South Africa

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

Apr 24, 2018

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

How to Cite

Theory as a verb: working with dilemmas in educational development. (2018). Scholarship of Teaching and Learning in the South (SOTL) 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

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/

How to Cite

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