Enacting criticality and care

Abstract

Thisarticleprovides  an  account  of onehigher education teacher’sviews  on  the  notions  of criticality and critiquewithin the context of continuous professional learning spaces for academicsand in which the Scholarship of Teaching and Learning(SoTL)is central.Ipresent an account of enactingSoTL practices  through criticality  and(with)care. Included  is an  account of SoTL engagements with  academics,a  processthat  takes  time, courage,  patience,and  hope.The argument   that Imake   is   that   withholding critical care–whichincludes   attentiveness, responsibility,  competence,and  responsiveness -is  part  of  injustice. Hence,  contestation, criticality,and critique with care must remain key SoTL activities. A twin argument is that (self) criticality is a precursor to critiquing others. The article concludeswith implications of enacting criticality with care, in SoTL and beyond.