Abstract:
This paper makes three key points. First, beginning with a personal narrative on the radical practice of getting into the academy, it argues that scholars with non-traditional academic trajectories must still be able to be competitive in employment rounds. Second, it outlines three particular pedagogies of radical practice: focussing on subjectivities; using local languages; and developing peer learning. Finally, it argues that active scholarly citizens bring intellectual agility that allows for creative, imaginative and just development thinking and practice.
