出版社：Australian Institutes for Educational Research
摘要：The authors of this paper are academic developers in an Australian university. In thispaper, we discuss the outcomes of a small pilot study about value tensions; completed toinform a larger research project about the possibilities of making collaborative collegialityan explicit aim of a curriculum review. After interviewing four course leaders, we wereinterested in the highly specific nature of the course leaders’ challenges. Could a criticalenquiry schema based on each course leader’s emerging value tensions provide a scaffoldfor scholarly, critical discourse? Making tensions explicit in teaching and learningdevelopment work in university course teams may begin a process of situated, criticalquestioning and discourse on the curriculum itself. We acknowledge this work can, attimes, elicit a form of difficult discourse.
