A critical turn in higher education research: turning the critical lens on the Academic Language and Learning educator.
This paper suggests that historical ontology, as one form of reflexive critique, is an instructive research design for making sense of the political and historical constitution of the Academic Language and Learning (ALL) educator in Australian higher education. The ALL educator in this paper refers...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 36; no. 6; pp. 881 - 894 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Dec2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=110525952&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 110525952 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Dec2015 vid: 36 iid: 6 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 110525952 10.1080/01596306.2014.904069 ppf: 881 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P size: 145KB tig: atl: A critical turn in higher education research: turning the critical lens on the Academic Language and Learning educator. aug: au: Percy, Alisa Jane affil: Learning Development, University of Wollongong, Wollongong, NSW, Australia su: Higher education research Academic language Foreign language education English language education Deductive teaching sug: subj: Higher education research Academic language Foreign language education English language education Deductive teaching keyword: academic language and learning agency historical ontology ab: This paper suggests that historical ontology, as one form of reflexive critique, is an instructive research design for making sense of the political and historical constitution of the Academic Language and Learning (ALL) educator in Australian higher education. The ALL educator in this paper refers to those practitioners in the field of ALL, whose ethical agency has largely been taken for granted since their slow and uneven emergence in the latter half of the twentieth century. Using the lens of governmentality, genealogical design and archaeological method, the historical ontology proposed in this paper demonstrates how the ethical remit of the ALL educator to ‘make a difference’ to student learning is not necessarily a unifying construct providing a foundational moral basis for the work, but a contingent historical and political effect of the government of conduct in liberal society. The findings of this approach are not intended to undermine the agency of the ALL educator, but to assist in making sense of the historical conditions that frame and complicate their institutional intelligibility as ethical agents in the academy. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2015 holdings: @attributes: islocal: N |
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