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Academic Discourse (academic + discourse)
Selected Abstracts,SPRACHKULTUR' IN LAY AND ACADEMIC DISCOURSE IN MODERN GERMANY1GERMAN LIFE AND LETTERS, Issue 4 2008Winifred V. Davies ABSTRACT The term ,Sprachkultur' is common in German-language academic and lay discourse, but what exactly does it mean? Is it used in the same way by trained and lay linguists? This article defines the term and traces its history, before going on to compare and contrast its use by both groups. Data taken from lay-linguistic works are analysed and two recurring motifs (i. the link between morality and linguistic usage and ii. accuracy/clarity) are discussed to see what light they throw on conceptions of language and language use. The concluding section sums up the similarities and differences between lay and academic linguists. The latter tend to concentrate on ,Sprachgebrauchskultur' whereas the former are prepared to criticise the language system as well. The stress laid by lay linguists on accuracy and the link between morality and linguistic choices reflects a ,telementational' view of language which has major shortcomings, and appears to be rooted in a world-view that equates diversity with cultural and ideological fragmentation rather than seeing it as enriching. However, the study of pronouncements by trained linguists shows that their work, too, reflects ideological assumptions about the nature of standard and other varieties of German. [source] Producing Spaces for Academic Discourse: The Impact of Research Assessment Exercises and Journal Quality RankingsAUSTRALIAN ACCOUNTING REVIEW, Issue 1 2010Deryl Northcott This study examines the impact of national research assessment exercises (NRAEs) and associated journal quality rankings on the development, scope and sustainability of the academic journals in which accounting research is disseminated. The reported exploratory study focused on the United Kingdom (UK), Australia and New Zealand as three countries in which NRAEs are well developed or imminent. Data were collected via a survey of authors, interviews with journal editors, and feedback from publishers responsible for producing academic accounting journals. The findings suggest that, despite cynicism around the reliability of published journal quality rankings, the entrenchment of NRAE ,rules' and journal quality perceptions has changed authors' submission choices and left lower ranked journals struggling with a diminished quantity and quality of submissions. A clear perception is that NRAEs have done little to improve the overall quality of the accounting literature, but are impeding the diversity, originality and practical relevance of accounting research. Although strategies are suggested for meeting these challenges, they require strategic partnerships with publishers to enhance the profile and distribution of emerging journals, and depend on the willingness of accounting researchers to form supportive communities around journals that facilitate their research interests. The alternative may be a withering of the spaces for academic discourse, a stifling of innovation and a further entrenchment of current perceptions of what counts as ,quality' research. [source] CITIZENSHIP EDUCATION, POLICY, AND THE EDUCATIONALIZATION OF EDUCATIONAL RESEARCHEDUCATIONAL THEORY, Issue 4 2008Naomi Hodgson Hodgson begins by analyzing educational researchers' response to the recent introduction of citizenship education in England, focusing specifically on a review of research, policy, and practice in this area commissioned by the British Educational Research Association (BERA). She argues that the BERA review exemplifies the field of education policy sociology in that it is conducted according to the concepts of its parent discipline of sociology but lacks critical theoretical engagement with them. Instead, such work operationalizes sociological concepts in service of educational policy solutions. Hodgson identifies three dominant discourses of citizenship education within the BERA review, the academic discourse of education policy sociology, contemporary political discourse, and the discourse of inclusive education , and draws attention to the relation of citizenship education to policy initiatives, and thus to educationalization. She then discusses Foucault's concept of normalization in terms of the demand on the contemporary subject to orient the self in a certain relation toward learning informed by the need for competitiveness in the European and global context. Ultimately, Hodgson concludes that the language and rhetoric of education policy sociology implicate such research in the process of educationalization itself. [source] Concept Acquisition within the Context of an AS Media Studies CourseENGLISH IN EDUCATION, Issue 2 2003Vivien Whelpton Abstract This article explores the means by which students' concept formation can be promoted and outlines findings from an action research project undertaken with a class of 17-year-old AS Media Studies students as a submission for the British Film Institute's MA Certificate in Media Education in 2001. It argues that academic concepts can neither be allowed to develop spontaneously nor be directly taught, but that indirect methods of teacher intervention can be found. It also examines the relationship between thought and language and argues that, while contact with academic discourse can be alienating, its features include a fluency which the handling of complex and abstract ideas requires, particularly in the written mode. The writer suggests that, while this discourse cannot be explicitly taught or learned, modelling techniques may offer a useful approach. [source] "[U]NITED AND ACTUATED BY SOME COMMON IMPULSE OF PASSION"1: CHALLENGING THE DISPERSAL CONSENSUS IN AMERICAN HOUSING POLICY RESEARCHJOURNAL OF URBAN AFFAIRS, Issue 2 2008DAVID IMBROSCIO ABSTRACT: A large and influential group of American scholars studying urban and low-income housing policy have coalesced around the central idea that the best way to ameliorate the plague of urban poverty in the United States is to disperse (or deconcentrate) the urban poor into wealthier (usually outlying suburban) neighborhoods. This article refers to this group of scholars as the Dispersal Consensus (or DC for short). It finds that the DC's zeal to promote dispersal policies leads many of its members to engage in suspect and problematic practices, both in their research and policy prescription efforts. Such findings suggest that the DC's near hegemonic influence over the academic discourse of American urban and low-income housing policy should be challenged. This challenge will help stimulate a more open and productive debate regarding how best to ameliorate urban poverty (and related social problems) in the United States. [source] Engaging faculty and students in classroom assessment of learningNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 126 2004Fay Rouseff-Baker Outcomes. Alternative assessment. Multiple measures. Analysis. Data. How does an institution move from academic discourse to authentic assessment of student learning? The answer is to engage the faculty and students in the process. [source] Incomplete Citizens: Changing Images of Post-Separation ChildrenTHE MODERN LAW REVIEW, Issue 6 2004Felicity Kaganas The image of the child as the victim of separation or divorce is well-established in legal, socio-legal and popular discourse. However, the authors argue, alongside this traditional image of the child, there is a different image of the child emerging, that of the autonomous, responsible child. This is apparent in academic discourse, policy documents and legal pronouncements. This child is included in the project of ,remoralising' the family by building the ,good' post-separation family. The ,good' child of separation or divorce is responsible for safeguarding his or her own welfare and is expected to make those choices that are assumed to best protect his or her best interests. In order to ensure that the child makes the ,right' decisions, he or she, like the adults concerned, is the target of education, information and therapeutic intervention. There is a blending of paradigms in which the ideal child is both an autonomous social actor and a vulnerable object of concern. [source] Front and Back Covers, Volume 24, Number 5.ANTHROPOLOGY TODAY, Issue 5 2008June 200 Front & Back cover caption, volume 24 issue 5 Iron Mike (see back cover) represents a generic soldier at Fort Bragg, one of the world's largest military bases, in Fayetteville, North Carolina. Here he appears to patrol streets under martial law, empty and grey. The Pawn Shop Target Practice (see front cover) is also in Fayetteville. At the back of the shop you can buy guns, bullets, jewellery and more, and also take aim at various targets , images of a woman in a bikini, an anonymous silhouette, a deer. Violence is found in Fayetteville as a symbol of protection, as entertainment, and certainly as a commodity. The absence of living people in these photographs underscores a clinical attitude cultivated in the military towards the largely dehumanized adversary other , a long way from the kind of engagement anthropologists seek through participant-observation. It may well be that the military would benefit from being ,anthropologized'. However, given Keenan's and Besteman's experiences in Africa, as described in this issue, what is the guarantee that the African peoples will actually benefit from militarization at this time of US military expansion? MILITARIZING THE DISCIPLINE? US Secretary of Defense Robert Gates approvingly cites Montgomery McFate: ,I'm frequently accused of militarizing anthropology. But we're really anthropologizing the military'.* This issue of ANTHROPOLOGY TODAY draws attention to the launch of two initiatives in October this year, both of which will have an impact on the peoples we work with and on anthropology as a discipline. The first is the launch of Minerva, a new Pentagon initiative to recruit social scientists for research, for which proposals are due this month. As Catherine Lutz argues in her editorial, this programme may soon outspend civilian funds within our discipline, and will thus undoubtedly influence our research agenda and restrict the public sphere in which we work. If the Pentagon wants high-quality research, why not commission this from reputable and experienced civilian research agencies, who should be able to manage peer review at arm's length from the Pentagon? The second initiative is AFRICOM, the newly unified regional US command for Africa. Although presented benignly as supporting development in Africa, it was originally cast in the security discourse of the global ,war on terror', with the aim of securing North America's oil supplies in Africa. In this issue, Africanist anthropologists Jeremy Keenan and Catherine Besteman criticize AFRICOM's destabilizing and militarizing effect on the regions in which they work, which collapses development into military security. Once deployed to the ends of military securitization, can anthropology remain non-partisan? Alf Hornborg, in his editorial, asks if we can continue to rely on the cornucopia of cheap energy, arguing that military intervention to securitize oil supplies, and academic discourse that mystifies the logic of the global system, benefit only a small minority of the world's population. In the light of developments such as Minerva and AFRICOM, can anthropology continue to offer an independent reflexive ,cultural critique' of the socio-political system from which our discipline has sprung? *Montgomery McFate, quoted by Robert M. Gates (,Nonmilitary work essential for long-term peace, Secretary of Defense says'. Manhattan, Kansas State University, Landon Lecture, 26.11.2007), as cited in Rohde, David, ,Army enlists anthropology in war zones' (New York Times, 05.10.2007). [source] Producing Spaces for Academic Discourse: The Impact of Research Assessment Exercises and Journal Quality RankingsAUSTRALIAN ACCOUNTING REVIEW, Issue 1 2010Deryl Northcott This study examines the impact of national research assessment exercises (NRAEs) and associated journal quality rankings on the development, scope and sustainability of the academic journals in which accounting research is disseminated. The reported exploratory study focused on the United Kingdom (UK), Australia and New Zealand as three countries in which NRAEs are well developed or imminent. Data were collected via a survey of authors, interviews with journal editors, and feedback from publishers responsible for producing academic accounting journals. The findings suggest that, despite cynicism around the reliability of published journal quality rankings, the entrenchment of NRAE ,rules' and journal quality perceptions has changed authors' submission choices and left lower ranked journals struggling with a diminished quantity and quality of submissions. A clear perception is that NRAEs have done little to improve the overall quality of the accounting literature, but are impeding the diversity, originality and practical relevance of accounting research. Although strategies are suggested for meeting these challenges, they require strategic partnerships with publishers to enhance the profile and distribution of emerging journals, and depend on the willingness of accounting researchers to form supportive communities around journals that facilitate their research interests. The alternative may be a withering of the spaces for academic discourse, a stifling of innovation and a further entrenchment of current perceptions of what counts as ,quality' research. [source] The creation of coevalness and the danger of homochronismTHE JOURNAL OF THE ROYAL ANTHROPOLOGICAL INSTITUTE, Issue 1 2008Kevin Birth Johannes Fabian's Time and the Other criticized anthropology for creating representations that placed the Other outside the flow of time. Fabian offered the ethnographic portrayal of coevalness as a solution to this problem. This article explores four challenges to the representation of coevalness: the split temporalities of the ethnographer; the multiple temporalities of different histories; the culturally influenced phenomenological present; and the complicated relationship between culturally variable concepts of being and becoming and cultural concepts of time. Based on these challenges, this article argues that some attempts at ethnographic coevalness have fostered a temporal framework of homochronism which subsumes the Other into academic discourses of history. To achieve coevalness and to avoid homochronism and allochronism, it is necessary to represent the temporal frameworks that research subjects use to forge coevalness with ethnographers, and to place these frameworks in relationship to commonly used academic representations of time and history. Résumé Dans son livre Le Temps et les Autres, Johannes Fabian critiquait la création par l'anthropologie de représentations plaçant l'Autre en dehors du flux du temps. Selon lui, la description ethnographique de la contemporanéité pourrait être la solution à ce problème. Le présent article explore les quatre difficultés que pose la représentation de la contemporanéité : temporalités dissociées de l'ethnographe, temporalités multiples des différentes histoires, présent phénoménologique culturellement informé, relation complexe entre les concepts culturellement variables de l'être et du devenir et les concepts culturel du temps. Sur la base de ces difficultés, l'auteur avance que certaines tentatives de contemporanéité ethnographique ont suscité un cadre temporel d'homochronie qui subsume l'Autre dans les discours académiques sur l'histoire. Pour parvenir à la contemporanéité et éviter homochronie et allochronie, il est nécessaire de représenter les cadres temporels utilisés par les enquêtés pour forger la contemporanéité avec les ethnographes et de resituer ces cadres en relation avec les représentations académiques du temps et de l'histoire qui prévalent habituellement. [source] | |||||||||||||