Contextual educational development: Leveraging positionality to build trust locally
Session Time and Location
When consulting with academics and administrators, educational developers essentially act as purveyors of “second-hand knowledge.” Frequently, we encourage colleagues to implement strategies they have not experienced or discovered first-hand, which they may doubt or question. How do we engender trust such that our “cognitive authority” (Wilson, 1983) helps improve student learning or promote institutional change?
In this workshop, we introduce a framework for understanding what components of our identities and power contribute to making us credible cognitive authorities, discuss how to demonstrate these in practice, and evaluate which aspects we might best highlight or tailor to our own local contexts.