Academic scribbling: a frivolous approach?

Disturbing the AcademicConferenceMachine: Post‐qualitative re‐turnings

“…In this latter mode, academic writing is normalized as a guarantor of Truth, Insight and Knowledge; it rests on presumptions of Order, Logic and Transparency; and it hides the grubby secrets that attend all ‘real‐world’ research behind a smoothly scrubbed, pristine surface that would put the cleanest bathroom to shame. We have, of course, tidied our surfaces somewhat and, as ‘academic scrubbers’, we have engaged in the ‘serious fun’ that attends ‘vigorous … editing, an extension of thinking and … re‐scribing’ (Badley, , p. 262). This has been done not to hide but to enact and foreground our cyborg writing practices as a mode of ‘pollution’ which undercuts presumptions of ‘perfect communication’ (Haraway, , p. 552).…”

Why and How Academics Write

“….” (Derrida, 1976, p. 312). And when we see even academic writing as play, we resist attempts at closure (Badley, 2011).…”

“…We are post- and past-formal assessment. We continue to work as scriptors , as boundary-spanners, and as textors who compose by weaving new texts from the threads of other texts (see Badley, 2011). As (past-it) post-academics, we are (too?)…”

Post-Academic Writing: Human Writing for Human Readers

“…We may describe it as a conservatory of privilege, a curtailment of imaginative thought, a failure to encourage experiment and reflective learning, a narrow view of writing and essaying (Badley, 2011b;Holbrook, 2010). As such, it is a betrayal of Montaigne's essay form and his simple style (Badley, 2011a). Too much academic writing becomes a view from nowhere, the viewpoint of no one in particular, thereby seeming to be accounts from which the author has disappeared.…”