Emergent Scholarly Identity: Found and Cherished

OUTTAKE

Fulghum (1988) shared wisdom through his kindergarten experience of learning classroom rules and presented a parallel application of general guidelines in living life. His constructs of sharing wisdom span all areas of life and encapsulate my experiences attending and presenting at the American Association for Teaching and Curriculum (AATC) conference in 2021. AATC was an immersion into scholarly enculturation in which my novice researcher identity became strengthened through situated agency. Specifically, the conference included interactions with peers and others who are perceived as authorities in the field and who possess knowledge and skills which most researchers strive to attain. Many novice academics attend this highly social academic conference with new learner perspectives and hope to build their own budding scholarship.