Thesen / Cooper Risk in Academic Writing

Postgraduate Students, their Teachers and the Making of Knowledge
Erscheinungsjahr 2013
ISBN: 978-1-78309-107-2
Verlag: Multilingual Matters
Format: EPUB
Kopierschutz: 6 - ePub Watermark

E-Book, Englisch, Band 34, 248 Seiten

Reihe: New Perspectives on Language and Education

This book brings together a variety of voices – students and teachers, journal editors and authors, writers from the global north and south – to interrogate the notion of risk as it applies to the production of academic writing. Risk-taking is viewed as a productive force in teaching, learning and writing, and one that can be used to challenge the silences and erasures inherent in academic tradition and convention. Widening participation and the internationalisation of higher education make questions of language, register, agency and identity in postgraduate writing all the more pressing, and this book offers a powerful argument against the further reinforcement of a ‘northern’ Anglophone understanding of knowledge and its production and dissemination. This volume will provide food-for-thought for postgraduate students and their supervisors everywhere.

Autoren/Hrsg.

Thesen, Lucia

Cooper, Linda

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Geisteswissenschaften Sprachwissenschaft Alphabetisierung
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

Acknowledgments List of Frequently Used Acronyms and Abbreviations Lucia Thesen: Introduction: Risk as Productive: Working with Dilemmas in the Writing of Research Part I: Deletion and Agency 1. Linda Cooper: ‘Does my Experience Count?’ The Role of Experiential Knowledge in the Research Writing of Postgraduate Adult Learners 2. Somikazi Deyi: A Lovely Imposition: The Complexity of Writing a Thesis in isiXhosa Part II: Strategies for Hybridity: Writing Together 3. Suresh Canagarajah and Ena Lee: Negotiating Alternative Discourses in Academic Writing and Publishing: Risks with Hybridity 4. Aditi Hunma and Emmanuel Sibomana: Academic Writing and Research at an Afropolitan University: An International Student Perspective Part III: Pedagogies that Invite the Edge 5. Clement Mapfumo Chihota and Lucia Thesen: Rehearsing ‘The Postgraduate Condition’ in Writers’ Circles 6. Moragh Paxton: Genre: a Pigeonhole or a Pigeon? Case Studies of the Dilemmas Posed by the Writing of Academic Research Proposals 7. Kate Cadman: Of House and Home: Reflections on Knowing and Writing for a ‘Southern’ Postgraduate Pedagogy Part IV: Reading the World in Students’ Writing 8. Mary Scott: ‘Error’ or Ghost Text? Reading, Ethnopoetics, and Knowledge Making 9. Moeain Arend: ‘It was Hardly about Writing’: Translations of Experience on Entering Postgraduate Studies Part V: Peripheral Vision: Reflections from North and South 10. Theresa Lillis: Resonances, Resistances and Relations: Reflecting on the Politics of Risk in Academic Knowledge-Making 11. Brenda Cooper: Both Dead and Alive: Schrödinger’s Cat in the Contact Zone Index

Über Autor(innen)

Cooper, Linda
Linda Cooper is an Associate Professor in the Centre for Higher Education Development at the University of Cape Town, South Africa. Her research focuses on worker education, the recognition of prior learning and the theorization of different forms of knowledge.

Thesen, Lucia
Lucia Thesen is Associate Professor Emerita at the University of Cape Town, South Africa. She is the co-editor (with Linda Cooper) of Risk in Academic Writing: Postgraduate Students, their Teachers and the Making of Knowledge (Multilingual Matters, 2014).

Lucia Thesen is a Senior Lecturer in the Centre for Higher Education Development at the University of Cape Town, South Africa. Her research focuses on postgraduate writing pedagogies and alternative forms and functions of academic literacy practices.

Linda Cooper is an Associate Professor in the Centre for Higher Education Development at the University of Cape Town, South Africa. Her research focuses on worker education, the recognition of prior learning and the theorization of different forms of knowledge.