An international journal’s attempts to address inequalities in academic publishing: developing a writing for publication programme

Lillis, Theresa; Magyar, Anna; Robinson‐Pant, Anna

doi:10.1080/03057925.2010.523250

Cited by 53 publications

(31 citation statements)

References 31 publications

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“…Of course, as Canagarajah (, p. 242) mentions, ‘certain publishers and editorial boards have started giving thought to the discursive aspects of writing and committed themselves to more democratic publication practices’. More importantly, some have even started offering mentoring programmes for those many submitting writers who have rich and original material to support submission (and eventual publication) and to offer them access to resources not easily (or necessarily readily) available for them regarding the established reviewing procedures (see Lillis, Magyar, & Robinson‐Pant, ).…”

Section: Discussionmentioning

confidence: 99%

Strategies for publishing in English journals: A study of the perceptions of Iranian scholars

Maniati

Jalilifar

2018

Learned Publishing

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One of the difficulties in scholarly publishing in English scientific journals is the complex process of revision, which often involves reconstruction of the content and the language of the manuscript and becomes particularly difficult when it comes to non-native writers of English. Focusing mainly on the role of English and language editing in revision, the present study investigated this process in terms of the Iranian scholars' perceptions, problems, and strategies. To this end, 15 Iranian scholars from different disciplines were selected and interviewed, and different themes were derived and analysed. According to the premise of Academic Literacies and the idea that we acquire the skills and practices of our professions mainly by participating in them, our results introduced revision as a set of social practices located within a specific academic structure reflecting particular beliefs and values. Our results also showed that the very specific situation in Iran caused the participants to be, at a great extent, overwhelmed by the process, often leading them to adopt strategies that might not be conducive to their academic advancement. PerceptionsHere, we will focus on how the Iranian scholars perceive the revision process. We found four themes for this very category.

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Section: Discussionmentioning

confidence: 99%

Strategies for publishing in English journals: A study of the perceptions of Iranian scholars

Maniati

Jalilifar

2018

Learned Publishing

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“…Researchers working in the fields of language teaching and linguistics have, for example, identified inequalities of access to publishing in Anglophone centre-based journals (Lillis and Curry 2010). These findings have sparked important initiatives to encourage and support submissions to journals from beyond the Anglophone centre, as reported by Lillis, Magyar and Robinson-Pant (2010).…”

Section: Introductionmentioning

confidence: 97%

Lost in translation? Comparative education research and the production of academic knowledge

Mazenod¹

2017

Compare: A Journal of Comparative and International Education

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The worth of academic knowledge tends to be tested against global metrics of citations and articles published in high-ranking English language academic journals. This paper examines academic knowledge production in three local fields of research with different national languages (English, Finnish and French). It focuses on knowledge production on the topic of apprenticeship where there are distinctive differences in the three local research fields and the associated patterns of academic publication over a 15-year period. The findings suggest that publication patterns are still largely tied to the respective national languages. Concerns are raised about the limited visibility of non-Anglophone local contexts and conceptual frameworks as filtered through global academic knowledge production processes. The language practices in the production of academic knowledge need to be challenged to ensure that knowledge from these sources is not lost in translation or in the recontextualisation for global audiences.

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“…En la línea de investigación referida a la escritura académica se destacan trabajos que caracterizan las publicaciones de los profesores de inglés (Rainey, 2005) y experiencias en el acompañamiento a los escritores durante procesos escriturales (Cárdenas, 2003(Cárdenas, , 2014Cárdenas y Rainey, 2017;Lillis, Magyar y Robinson-Pant, 2010;Pérez-Llantada, Plo y Ferguson, 2011;Smiles y Short, 2006). Sin embargo, la literatura muestra que las percepciones de los autores respecto a los obstáculos que deben superar para lograr la publicación de sus artículos no han ocupado un lugar preponderante en las investigaciones sobre la labor editorial de las revistas académicas o sobre el docente de inglés como investigador y escritor.…”

Section: Introductionunclassified

Dificultades de docentes de inglés para publicar: Percepciones de autores y evaluadores

Beltrán

2019

Íkala

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DificultaDes De Docentes De inglés para publicar artículos científicos en contextos periféricos: percepciones De autores y evaluaDores Difficulties of teachers of English to publish scientific articles in peripheral contexts: Perceptions from authors and reviewers Difficultés des enseignants d' anglais au moment de publier articles scientifiques dans des contextes périphériques : Perceptions des auteurs et évaluateurs

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An international journal’s attempts to address inequalities in academic publishing: developing a writing for publication programme

Cited by 53 publications

References 31 publications

Strategies for publishing in English journals: A study of the perceptions of Iranian scholars

Strategies for publishing in English journals: A study of the perceptions of Iranian scholars

Lost in translation? Comparative education research and the production of academic knowledge

Dificultades de docentes de inglés para publicar: Percepciones de autores y evaluadores

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