Recognising Ourselves and Each Other in Professional Recognition

Abstract

We begin this chapter by inviting readers to eavesdrop on a group of university educators engaging in arts-enriched identity work as part of their professional development. We then look at one aspect of the context in which this work is taking place: the current focus on recognition for university teachers. While welcoming this new interest we warn of the risks of too heavy a reliance on external standards and normative frameworks.