Embracing liminality: academic development for early career academics within a community of practice-Reference-Cited by-同舟云学术

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Embracing liminality: academic development for early career academics within a community of practice

Published:2024-04-02 Issue:2 Volume:29 Page:269-282
ISSN:1360-144X
Container-title:International Journal for Academic Development
language:en
Short-container-title:International Journal for Academic Development

Author:

Ndlovu Nokukhanya¹^ORCID,Mbatha Nosipho²^ORCID,Msiza Vusi³^ORCID

Affiliation:

1. Educational Leadership, Management and Policy, University of KwaZulu-Natal, Durban, South Africa

2. Creative Arts Education, University of KwaZulu-Natal, Durban, South Africa

3. Early Childhood Education, University of KwaZulu-Natal, Durban, South Africa

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/1360144X.2024.2334275

Reference48 articles.

1. A Collaborative Self-Study with Critical Friends: Culturally Proactive Pedagogies in Literacy Methods Courses

2. Baijnath, N. (2016). South African higher education reviewed: Two decades of democracy. Council of Higher Education. https://www.academia.edu/32279151/HIGHER_EDUCATION_REVIEWED_Decades_Of_Democracy_South_African

3. A critical examination of informal learning spaces

4. Bill of Rights. (1996). Constitution of the republic of South Africa. Government Printers. http://www.justice.gov.za/legislation/constitution/SAConstitution-web-eng-02.pdf

5. Black, A. L. (2013). Picturing experience: Metaphor as method, data and pedagogical resource. In W. Midgley, K. Trimmer, & A. Davies (Eds.), Metaphors for, in and of education research (pp. 26–50). Cambridge Scholars Publishing.

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