Search results for: Academic disciplines
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In this article, the authors argue for paying close attention to the materiality of practice in understanding the work of teacher educators; specifically, the meanings of artefacts used by teacher educators in the course of their daily work. They locate this analysis within a dialectical materialist understanding of the development of human activity, providing examples of artefacts-in-use in initial teacher education and the meanings accorded to these artefacts by the teacher educators they observed and interviewed. Their aim is to make a case for what is afforded epistemologically when researchers pay attention to artefacts from a dialectical materialist viewpoint.
Updated: Jul. 04, 2017
Words and Terms with Double Meanings (in Everyday Language and in Academic Disciplines) as a Source of Misconceptions
The main purpose of everyday language is to enable fast and economical communication among people from the same culture and context. Everyday language is based on the premise that people participating in a discourse understand its context and are aware of language shortcuts and codes. Usually, therefore, no problems arise due to the fact that a term has more than one meaning or that codes are used. Disciplinary languages are also means of communication; however, their formality and commitment to accuracy, clarity, and equivocality cause academic technical expressions to be lengthy and without shortcuts. Language in academic disciplines comprises two kinds of terms: academic technical or professional, discipline-specific terms and terms that have a meaning that differs from their everyday meaning.
Updated: Jan. 25, 2016
Stepping Out of the Academic Brew: Using Critical Research to Break Down Hierarchies of Knowledge Production
This paper explores how critical theory and critical research can be used to critique hierarchies of knowledge in academia and society. The article explores this relationship in order to create new opportunities for learning and researching dialogically, a process that the author calls, ‘stepping out of the academic brew’. The paper offers a framework for how critical researchers might begin flattening hierarchical knowledge structures in education, in themselves, and in life.
Updated: Oct. 21, 2013
In this article, the author described his own use of an academic discipline—linguistics and its varied tools of discourse analysis—in conducting research at the College.The author focused on two major areas of research: (a) ethnocultural variation in processing spatio-temporal information in languages throughout the world and (b) children’s interaction with multiple-choice tests of reading comprehension, with particular attention to the ways in which their ethnocultural background affects how they respond.
Updated: May. 23, 2012