On the Privatisation of Academic Writing Development: A Post-EATAW 2017 Provocation

Neculai, Cătălina

doi:10.18552/joaw.v8i2.531

Cited by 2 publications

(2 citation statements)

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“…Creating questioning spaces about academic work − including writing − continues to be important in a higher education which is currently dominated by a neoliberal agenda characterised by the marketisation of all aspects of academic labour, including labour around writing (see discussion by Neculai, 2018) and a particular brand of globalisation, where increased diversity of peoples, experiences and semiotic practices is matched not by an increased valuing of diversity but by ever more rigid systems of evaluation (of students, of scholars as in, for example, the REF in the UK).…”

Section: Academic Literacies: Sustaining a Critical Space In Strongly...mentioning

confidence: 99%

‘Academic literacies’: sustaining a critical space on writing in academia

Lillis

2019

jldhe

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In this paper, I briefly track the emergence and foci of academic literacies as a field of inquiry, summarising its contributions to understandings about writing and meaning making in academia. Writing from my specific geohistorical location in the UK, I foreground the importance of early key works that encapsulated concerns about deficit orientations to students’ language and literacy practices (e.g. Ivanič, 1998; Lea and Street,1998). I also underline the transnational dimension to the development of academic literacies which has helped drive forward intellectual debates about the relationship between academic language and literacy practices, and participation in academia. I argue that academic literacies provides an important space for critically exploring what are often taken-for-granted assumptions about the nature and value of academic writing conventions, and the ways these (both assumptions and conventions) impact on opportunities for participation in knowledge making. This critical thinking space continues to serve as an intellectual resource for researchers, teachers and students in contemporary neo-liberal higher education, where regimes of evaluation are super-normative, even in (or because of) a context of super-diversity, that is increased mobility of peoples and semiotic practices. Academic literacies as praxis necessarily involves straddling both normative and transformative orientations (Lillis and Scott, 2007) or what Hall (1992) refers to as the ‘academic’ and ‘intellectual’ dimensions to academia.

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Section: Academic Literacies: Sustaining a Critical Space In Strongly...mentioning

confidence: 99%

‘Academic literacies’: sustaining a critical space on writing in academia

Lillis

2019

jldhe

View full text Add to dashboard Cite

show abstract

“…

This dialogue responds to Neculai (2018) and argues for the need to recognise the character of academic literacies development and the policies governing that development as always emergent. It also reflects on the contributions that all, including students, make toward that development through their written work, as opposed to accepting the treatment of academic literacies development as a commodity to which access is given.

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confidence: 99%