Navigating the Margins: An Intersectional Approach to Understanding Identity and Power in Educational Development

Session Time and Location

Wed, 6 Jun 2018
3:15pm to 4:15pm
Room: Room:
Session Track
Session Format


The role of educational developers has been repeatedly described as marginal and precarious, and yet we also can be seen as agents of change and instruments of institutional power. This workshop uses the lens of intersectional theory to better understand the constantly shifting boundaries of identity and power inherent in the liminal space we occupy in academia.  Through a series of case studies, reflective writing activities, group discussion, and excerpts from the scholarly literature, we will to explore the intersections of power and marginalization and what it means for our work in educational development.  


  • Session References +

    Case, Kim. Intersectional Pedagogy: Complicating Identity and Social Justice. New York: Routledge.

    Chism, Nancy Van Note. 1998. “The Role of Educational Developers in Institutional Change: From the Basement Office to the Front Office.” To Improve the Academy, 17: 141-153.

    Cho, Sumi, Kimberlé Williams Crenshaw, and Leslie McCall. 2013. “Toward a Field of Intersectionality Studies: Theory, Applications, and Praxis. Signs: Journal of Women in Culture and Society, 38(4), 785–810.

    Crenshaw, Kimberle. 1991. “Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color.” Stanford Law Review, 43(6): 1241–1299.

    Gravett, Emily O., and Lindsay Bernhagen. 2015. “A View from the Margines: Situating CTL Staff in Organizational Development.” To improve the Academy 34, 663–90.

    Green, David A., and Deandra Little. 2016. “Family Portrait: A Profile of Educational Development Around the World.”  International Journal for Academic Development, 21(2): 135–150.

    Green, David A., and Deandra Little. 2017. “On the Other Side of the Wall: The Miscategorization of Educational Developers in the United States?” To Improve the Academy, 36(2), 77–88.

    Green, David A., and Deandra Little. 2011. “Academic Development on the Margins.” Studies in Higher Education, 38, 523–537.

    Greenwood, Ronni Michelle. 2016. “Intersectionality Foundations and Disciplinary Adaptations: Highways and Byways.” In Intersectional Pedagogy: Complicating Identity and Social Justice, edited by Kim A. Case, 27-45. New York: Routledge.

    Handal, Gunnar, Kirsten Hofgaard Lycke, Katarina Mårtensson, Torgny Roxå, Arne Skodvin, and Tone Dyrdal Solbrekke. 2014. “The Role of Academic Developers in Transforming Bologna Regulations to a National and Institutional Context.” International Journal for Academic Development, 19(1), 12-25.

    Kelley, Bruce, Laura Cruz, and Nancy Fire. 2017. “Moving Toward the Center: The Integration of Educational Development in an Era of Historic Change in Higher Education.” To Improve the Academy, 36(1), 1–8.

    Land, Ray. 2004. Educational Development: Discourse, Identity and Practice. Maidenhead: SRHE and Open University Press.

    Little, Deandra, and David A. Green. 2012. “Betwixt and Between: Academic Developers in the Margins.” International Journal for Academic Development, 17(3), 203–215.

    McCall, Leslie. 2005. “The Complexity of Intersectionality.” Signs: Journal of Women in Culture and Society, 30(3), 1172–1800.

    Nash, Jennifer C. 2008. “Re-thinking Intersectionality.” Feminist Review, 89, 1–15.

    Popovic, Celia, and David Baume. 2016. “Introduction: Some Issues in Academic Development.” In Advancing Practice in Academic Development, edited by David Baume and Celia Popovic, 1–16. London: Routledge.

    Roxå, Torgny, and Katarina Mårtensson. 2017. “Agency and Structure in Academic Development Practices: Are We Liberating Academic Teachers or Are We Part of a Machinery Suppressing Them?” International Journal for Academic Development, 22(2), 95-105.

    Schroeder, Connie, and Associates. 2011. Coming In From the Margins: Faculty Development’s Emerging Organizational Development Role in Institutional Change. Sterling, VA: Stylus.

    Sutherland, Kathryn A. 2015. “Precarious but Connected: The Roles and Identities of Academic Developers.” International Journal for Academic Development, 20(3), 209-211.

    Wuetherick, Brad, and Tereigh Ewert-Bauer. 2012. “Perceptions of Neutrality Through a Post-Colonial lens: Institutional Positioning in Canadian Academic Development.” International Journal for Academic Development, 17(3), 217-229.