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This chapter captures our reflections of collaborative autoethnography’s (CAE) (Chang H, Ngunjiri FW, Hernandez KAC, Collaborative autoethnography. Routledge, 2016) contribution to our learnings about social justice enactment in higher education (HE). Reflection is an essential and valued practice in learning, teaching, and assessment in higher education (HE). Research shows reflection is more effective when enacted collectively rather than individually (Trundle C, Gill J, Gupta S, Marcucci J, Petridis L, Higher Educ Res Dev, 2025; Van Gyn GH, J Cooperative Educ 31:103–131, 1996). Using CAE, we analyzed our experiences of social justice in HE, and learnings leading six qualitative projects over a 10-year period. The purpose of the projects was to implement, disseminate, and extend knowledge, skills, and dispositions in leadership, curricula, and pedagogy in HE. The six projects were (1) Placed Based Learning: Universities as Places of Cultural Regeneration; (2) Yarning Circles; (3) Curriculum Review/Renewal and Enhanced Collaborative Practice; (4) Collaborative Online Intercultural Learning (COIL); (5) Positive Hybrid/Online Support Strategies; and (6) Connecting Through Creative Carding. The data generated through this CAE inquiry is related to leadership work, planning, and development of curricula and pedagogical approaches. The broad themes identified through the studies’ findings and our personal reflections inquiring into the composite case were collaboration; open and courageous conversations about a regenerative worldview; and student and staff well-being and belonging. In addition, we identified subthemes which became core values to enable action for socially just leading of learning and teaching in HE such as engagement, courage, dialogue, student and staff safety, wellness, support and connection, and the impact of care, vulnerability, kindness and compassion, inclusivity, diversity, and access. Using a fictional vignette, we offer an experiential window of our reflection on our learnings about CAE and its place as a support of social justice enactment in HE.

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Bringing Together Theory and Practice to Enact Social Justice in Higher Education Leadership

  • 动态工具书词条

  • 发表日期：

    2025年

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  • Lauren Stephenson,
  • Kathie Ardzejewska

摘要

This chapter captures our reflections of collaborative autoethnography’s (CAE) (Chang H, Ngunjiri FW, Hernandez KAC, Collaborative autoethnography. Routledge, 2016) contribution to our learnings about social justice enactment in higher education (HE). Reflection is an essential and valued practice in learning, teaching, and assessment in higher education (HE). Research shows reflection is more effective when enacted collectively rather than individually (Trundle C, Gill J, Gupta S, Marcucci J, Petridis L, Higher Educ Res Dev, 2025; Van Gyn GH, J Cooperative Educ 31:103–131, 1996). Using CAE, we analyzed our experiences of social justice in HE, and learnings leading six qualitative projects over a 10-year period. The purpose of the projects was to implement, disseminate, and extend knowledge, skills, and dispositions in leadership, curricula, and pedagogy in HE. The six projects were (1) Placed Based Learning: Universities as Places of Cultural Regeneration; (2) Yarning Circles; (3) Curriculum Review/Renewal and Enhanced Collaborative Practice; (4) Collaborative Online Intercultural Learning (COIL); (5) Positive Hybrid/Online Support Strategies; and (6) Connecting Through Creative Carding. The data generated through this CAE inquiry is related to leadership work, planning, and development of curricula and pedagogical approaches. The broad themes identified through the studies’ findings and our personal reflections inquiring into the composite case were collaboration; open and courageous conversations about a regenerative worldview; and student and staff well-being and belonging. In addition, we identified subthemes which became core values to enable action for socially just leading of learning and teaching in HE such as engagement, courage, dialogue, student and staff safety, wellness, support and connection, and the impact of care, vulnerability, kindness and compassion, inclusivity, diversity, and access. Using a fictional vignette, we offer an experiential window of our reflection on our learnings about CAE and its place as a support of social justice enactment in HE.