Writing for Publication

Liminal Reflections for Academics
1. Auflage 2021
ISBN: 978-981-334-441-9
Verlag: Springer Nature Singapore

Buch, Englisch, 163 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 289 g

This book focuses on academic writing and how academics who are experts in their fields can translate their expertise into publishable form. The magnitude and speed of the changes that are transforming the global academic landscape produce an ongoing need for literature that interprets the nature of academic work. This book arises from the background discipline of Education, which is a relatively new university subject that draws on the entire knowledge spectrum from the fine arts to the natural sciences. Each chapter addresses an aspect of the conditions of written academic labour in an age of digital publishing: its nature, how it works, and guidance for successful navigation. This book will provide helpful guidance to graduate students, researchers and teachers in universities and higher education, who are united by the challenges of this new world of academic publishing.

Zielgruppe

Research

Autoren/Hrsg.

Stewart, Georgina Tuari

Benade, Leon

Devine, Nesta

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Hochschuldidaktik
• Interdisziplinäres Wissenschaften Wissenschaften: Allgemeines Wissenschaftliches Arbeiten, Studientechnik
• Sozialwissenschaften Pädagogik Berufliche Bildung Wissenschaftliches Arbeiten, Studientechnik
• Sozialwissenschaften Pädagogik Berufliche Bildung Berufs- und Studienberatung, Karriereplanung
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

1 Introduction: Writing for different academic purposes and genres.- 2 Becoming an academic differently: On not following the rules.- 3 The economy of academic labour in the age of digital journals.- 4 Qualities in the medium of academic writing.- 5 Tripping on our roots: Extending the reach of critical ethnography.- 6 Collaborative practice: Place and positioning.- 7 Writing: A Maori method of inquiry.- 8 Imposter syndrome: Being and becoming an academic through poststructural thinking.- 9 Breaking bad becoming good: How disrupting methodological convention produces the affective researcher.- 10 How I was found by the poem, in the academe.- 11 Who am I? Who am I?.

Über Autor(innen)

Georgina Tuari Stewart is an Associate Professor in Te Kura Matauranga School of Education, at Auckland University of Technology (AUT) in Aotearoa New Zealand. Researches topics at the overlap between knowledge, culture and education, e.g. Maori science education, biculturalism, bilingualism and Maori philosophy. Recently completed a Marsden funded research project to investigate doctoral theses written entirely in te reo Maori. Co-Editor of Springer journal New Zealand Journal of Educational Studies (NZJES), and an Associate Editor of the Journal of the Royal Society of New Zealand (JRSNZ) and Educational Philosophy and Theory (EPAT). New book: Maori Philosophy: Indigenous Thinking from Aotearoa (Bloomsbury, 2020).
Nesta Devine is Professor of Philosophy of Education at Auckland University of Technology (AUT) in Auckland, Aotearoa New Zealand. As an immigrant she is interested in the interplay of ethnicities and cultures in our society, and consequently focuses on ideas concerning power and subjectivity in educational institutions. She is a Fellow of the Philosophy of Education Society of Australasia, Co-Editor of the New Zealand Journal of Teachers’ Work, Reviews editor of New Zealand Journal of Education Research, Editor of the Royal Bhutan Journal of Education and Development, and Associate Editor of Educational Philosophy and Theory.
Leon Benade is an Associate Professor in the School of Education of the Auckland University of Technology. His research interests are teachers' work, school policy, ethics, philosophy in schools, critical pedagogy, and the New Zealand Curriculum, with a current focus on Innovative Learning Environments (ILE). Leon is a co-editor of the New Zealand Journal of Educational Studies and the New Zealand Journal of Teachers’ Work. He is author of From Technicians to Teachers: Ethical Teaching in the Context of Globalized Education Reform (Continuum, 2012) and Being aTeacher in the 21st Century: A Critical New Zealand Study (Springer, 2017).