dc.contributor.author |
Underhill, Yvonne |
en |
dc.date.accessioned |
2018-10-16T19:44:09Z |
en |
dc.date.issued |
2017 |
en |
dc.identifier.issn |
1745-5863 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/42000 |
en |
dc.description.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. |
en |
dc.publisher |
Wiley |
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dc.relation.ispartofseries |
Geographical Review |
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dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
Academic work as radical practice: getting in, creating a space, not giving up |
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dc.type |
Journal Article |
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dc.identifier.doi |
10.1111/1745-5871.12202 |
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pubs.issue |
3 |
en |
pubs.begin-page |
332 |
en |
pubs.volume |
55 |
en |
dc.rights.holder |
Copyright: The author |
en |
pubs.end-page |
337 |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
605665 |
en |
pubs.org-id |
Arts |
en |
pubs.org-id |
Social Sciences |
en |
pubs.org-id |
Development Studies |
en |
dc.identifier.eissn |
1745-5871 |
en |
pubs.record-created-at-source-date |
2017-01-09 |
en |
pubs.online-publication-date |
2017-01-10 |
en |