Enabling Participation in Academic Discourse

Northedge, Andrew

doi:10.1080/1356251032000052429

Cited by 133 publications

(98 citation statements)

References 2 publications

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“…The argument that the ways of knowing that constitute a discipline are inseparable from their discursive representations has led to the suggestion that a significant part of learning may be regarded as "discovering" the meaning of the discourse employed by a discipline through participation (Kuhn, 1962(Kuhn, /1996Northedge, 2002Northedge, , 2003Östman, 1998). For example, Kuhn (1962Kuhn ( /1996 makes the following claim:…”

Section: A Disciplinary Discourse Perspective On University Science Lmentioning

confidence: 99%

“…In a similar vein, a number of authors have made the case that challenges found in student learning are largely a function of difficulties in handling and understanding highly specialized forms of communication that are not found to any great extent in everyday situations, for example, Driver & Ericksson (1983), Solomon (1983), Säljö (2000), and diSessa & Sherin (2000). Learning is thus increasingly being characterized in discourse terms (for example diSessa, 2004;Florence & Yore, 2004;Lemke, 1990Lemke, , 1995Lemke, , 1998Northedge, 2002Northedge, , 2003Roth, McGinn, & Bowen, 1996;Swales, 1990;Säljö, 1999;Wickman & Östman, 2002).…”

Section: A Disciplinary Discourse Perspective On University Science Lmentioning

confidence: 99%

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A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes

2008

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Abstract:In this theoretical article we use an interpretative study with physics undergraduates to exemplify a proposed characterization of student learning in university science in terms of fluency in disciplinary discourse. Drawing on ideas from a number of different sources in the literature, we characterize what we call "disciplinary discourse" as the complex of representations, tools and activities of a discipline, describing how it can be seen as being made up of various "modes". For university science, examples of these modes are: spoken and written language, mathematics, gesture, images (including pictures, graphs and diagrams), tools (such as experimental apparatus and measurement equipment) and activities (such as ways of working-both practice and praxis, analytical routines, actions, etc.). Using physics as an illustrative example, we discuss the relationship between the ways of knowing that constitute a discipline and the modes of disciplinary discourse used to represent this knowing. The data comes from stimulated recall interviews where physics undergraduates discuss their learning experiences during lectures. These interviews are used to anecdotally illustrate our proposed characterization of learning and its associated theoretical constructs. Students describe a repetitive practice aspect to their learning, which we suggest is necessary for achieving fluency in the various modes of disciplinary discourse. Here we found instances of discourse imitation, where students are seemingly fluent in one or more modes of disciplinary discourse without having related this to a teacher-intended disciplinary way of knowing. The examples lead to the suggestion that fluency in a critical constellation of modes of disciplinary discourse may be a necessary (though not always sufficient) condition for gaining meaningful holistic access to disciplinary ways of knowing. One implication is that in order to be effective, science teachers need to know which modes are critical for an understanding of the material they wish to teach.

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Section: A Disciplinary Discourse Perspective On University Science Lmentioning

confidence: 99%

Section: A Disciplinary Discourse Perspective On University Science Lmentioning

confidence: 99%

A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes

2008

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“…In seeking to answer these four questions, we have been inspired by and will make use of an idea of three different discourses of communication developed first by Northedge (2003aNorthedge ( , 2003b and later by Macken-Horarik et al (2006). We will apply it as a general approach, in line with our aim of understanding the concept of professional identity.…”

Section: A Theoretical Frameworkmentioning

confidence: 99%

Achieving a professional identity through writing

2017

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In what way might writing of different kinds contribute to the development of a professional identity? By analytically distinguishing three discourses of communication, everyday, professional and academic, applied to three preschool student teachers' conceptions of writing during their education and in their initial phase at work as preschool teachers, we attempt to understand the role of writing in their development of professional identities. What we have found is that the professional discourse which all three have achieved is something each of them creates and develops in very different forms. Their independent final projects show that all three have a mastery of academic discourse, but only in exceptional cases do they make use of that discourse in contexts other than this specific piece of work and to some extent earlier papers written as part of their teacher education. However, judging from our interviews and their responses to our questions, it seems as if they have acquired modes of expression quite close to an academic discourse, but have primarily developed and use different variants of a professional discourse. This professional discourse also seems to be an important element in their development of a professional identity.

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“…For his interviewees, he concludes that there is a notion that "creativity is about personal transformation and escaping from or at least resisting constraints and frustrations of daily academic life." Northedge (2003) has drawn attention to the latent conservatism of students' approaches to learning, when not involved in a 'dialogic' process that focuses on the nature of learning and transformation. Genuine learning requires a deep engagement and must embrace difficulties, intellectual challenge and appropriate levels of metacognitive awareness (Meyer & Land, 2003).…”

Section: Creativity and The Propagation Of Errormentioning

confidence: 99%

The contradictions of policy and practice: creativity in higher education

MacLaren¹

2012

London Review of Education

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Whilst much of the rhetoric of current educational policy champions creativity and innovation, structural reforms and new management practices in higher education run counter to the known conditions under which creativity flourishes. As a review of recent literature suggests, surveillance, performativity, the end of tenure and rising levels of workplace stress are all closing off the space for real creative endeavour, characterised as it is by risk-taking, collaborative exploration and autonomy. Innovation, as conceived in this policy context, is narrow in scope and leaves little room for critical re-examination of the nature of education itself or radical reconceptions of curriculum, raising the question as to whether such are more likely to arise extra mural, from new forms of organisation.

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Enabling Participation in Academic Discourse

Cited by 133 publications

References 2 publications

A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes

A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes

Achieving a professional identity through writing

The contradictions of policy and practice: creativity in higher education

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