Trends and Implications for the Educational Turn

Abstract

AbstractThe speculative idea that created this edited volume was a figuring exercise to build on connections, create new opportunities and generate new Scholarship of Learning and Teaching imaginaries for the future during the initial stages of the global pandemic. The project began by inviting interested colleagues at the Melbourne Graduate School of Education to participate in a think tank series as a thought experiment. Underpinned by a co-design process to reimagine educational opportunities in and for these precarious times through iterative ideation and prototyping to create connection and collaboration through co-creation. A speculative inquiry approach was chosen to direct the project because it is a relational and emergent “figuring” practice that builds from the shared propositions and ideas that seek to provoke and spark wonderings, concepts, and ideas that will be followed in each collaborative session that follows. This chapter will discuss how the research collaborations were fostered to result in the chapters presented and conclude with implications for the educational turn. The educational turn represents a shift of the Scholarship of Teaching and Learning from the peripheries of higher education to legitimate scholarly work within the academy that can inform and strengthen evidence-based approaches for impact on student learning in the future.