Abstract
This narrative highlights our discourse of being and becoming early and mid-career researchers and academics within the practice traditions of the modern university. As we respond to the demands of the university, we interrogate our epistemological assumptions, our practice as researchers, and our actions as academics from the Caribbean, yet living and working in spaces outside the Caribbean region. Our central and continuing question: What are the sayings, doings, and relatings that prefigure our being and becoming as early career academics? In responding, we interrogate and construct the means through which we develop a supportive professional learning community within the flows of being and becoming academics and researchers in university settings. Additionally, we address notions of becoming Caribbean intellectuals and challenge the location of our intellectual habitus through the application of transgressive academic practices.
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© 2012 Jennifer M. Lavia and Sechaba Mahlomaholo
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Bristol, L., Four-Babb, J.D., Esnard, T., Lavia, J., Perez, L. (2012). Comparative Collaboration: A Transgressive Academic Practice of Being and Becoming. In: Lavia, J.M., Mahlomaholo, S. (eds) Culture, Education, and Community. Palgrave Macmillan’s Postcolonial Studies in Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137013125_12
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DOI: https://doi.org/10.1057/9781137013125_12
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