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Language in the Academy: Cultural Reflexivity and Intercultural Dynamics [Kõva köide]

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This book takes a critical look at why issues of language in higher education are routinely marginalised, despite the growing internationalisation of universities. Through analyses of a variety of intercultural encounters, the book highlights the range of interpretative possibilities available for understanding these encounters, and suggests the role that the reality of the contemporary intercultural dynamic between the Socratic and Confucian pedagogic traditions can play in driving change to the pedagogic practices of higher education. Another important aim of the book is to examine language in the academy as an object of cultural theory. While rooted in the practical and empirical reality of teaching and using language in higher education, this book argues for the importance of examining the institutional interface between language and higher education, and of critically exploring the values inscribed in the pedagogy and evaluation of academic language.

Arvustused

This is a stimulating and timely book which puts language as 'cultural object' at the heart of debates about the nature and purpose of higher education in the twenty first century. Drawing on extensive scholarship and many years of teaching in UK higher education, Joan Turner turns our gaze towards the taken-for-granted assumptions about language in the academy, not least in the contemporary context of intercultural communication, and calls for greater reflexivity about the practices in which we- as scholars, teachers and students- engage. This book will promote much needed discussion about assumptions and ideologies surrounding language use in the academy. -- Theresa Lillis, The Open University, UK This transformative treatment of the complex factors affecting language in higher education is an essential contribution to the growing field of intercultural and transnational communication. Resisting deficit discourses about students language and entrenched language vs. content dichotomies, it provokes critical reflection on the role of longstanding invisible occidental assumptions and worldviews about language that permeate our assessments, pedagogy, and teaching. Drawing brilliantly from both classic and contemporary theory, Turner reinscribes language into the complex process of knowledge-making in the daily intercultural exchanges that are the mainstream of todays shifting university language interactions. -- Christiane Donahue, Dartmouth College, USA Given the rapid growth in numbers of South-East Asian students in universities in New Zealand, the examination of assumptions about university language which Turners book offers is very valuable. It is likely to be of interest to writing teachers and EAP practitioners as well as tertiary teachers of international students more generally. The book provides a fascinating discussion of the nature of modern academic language. -- Christine Biebricher, The University of Auckland, New Zealand Studies * Applied Linguistics, Volume 18 (1) 2012 *

1 General Overview
1(13)
Introduction
1(1)
Addressing the Institutional Interface between Language and Higher Education
2(1)
Re-configuring Marginalisation
3(1)
The Conceptual Construction of Language in Western Intellectual Cultural History
4(1)
Making Language Invisible in the Visibilising Economy of Rationality and Knowledge
5(1)
The Rhetorical Values of Academic Writing as an Effect of Power/Knowledge
6(1)
Occidentalism and Occidentalist Reflexivity
7(1)
Foregrounding Intercultural Communication
8(1)
Cultural Reflexivity
9(1)
Genealogical Inheritance
10(1)
Contrasting Cultural Genealogies on the Contemporary Higher Education Stage
10(1)
The Intercultural Performative/Transformative
11(1)
Interculturally Rewriting Language in the Academy
12(2)
2 Language, Language Pedagogies and Intercultural Communication in Contemporary Higher Education
14(12)
Introduction
14(1)
Foregrounding Language in the Academy
14(1)
Language Issues in Higher Education Policy Changes
15(1)
Language-Related Pedagogies in Higher Education
16(1)
English for Academic Purposes
17(1)
English and Globalisation
18(1)
Academic Literacy/ies
18(3)
The `Elite' Pedagogy of Osmosis
21(1)
Changing Rhetoricities
22(1)
The Languaging of Academic Writing
22(1)
Languaging and Interculturality
23(1)
Reflexive Practitioners
24(1)
Language Pedagogies as Objects of Cultural Theory
25(1)
3 Language in the Academy: The Discourse of Remediation
26(13)
Introduction
26(1)
Shock, Horror! Language Problem!
26(2)
Language and the Metaphysics of Transparency
28(1)
Language and Social Stigma
29(1)
Establishing Standard English
30(1)
The Technicist Model of Language Work
30(2)
The Euphemism of Proofreading
32(2)
On the Institutional Periphery
34(1)
The Pharmakon of Writing
35(1)
The Pharmakon of Academic Literacy
36(1)
From the Ivory Tower to the Ivory Ghetto
37(1)
Rewriting Remediation
38(1)
4 Languaging in the Academy: Language as Dynamic Practice
39(13)
Introduction
39(1)
The Dynamics of Languaging
39(2)
Language and Languaging as Constitutive in Higher Education
41(1)
Languaging in English
42(1)
A Genealogical Approach to Languaging in the Academy
43(1)
The Regulation of Rhetorical Practices in Academic Pedagogy
44(1)
An Insider Perspective
45(1)
Academic Literacy as a Power/Knowledge Effect
46(1)
The Power of Cultural Inscription
47(1)
Languaging and Performativity
48(1)
The Intercultural Performative
49(1)
The Temporal Bi-Directionality of Performativity
50(2)
5 Occidentalist Inscription: The Historical Construction of Contemporary Representations of Language in the Academy
52(15)
Introduction
52(1)
An Occidentalist Perspective
53(1)
The Epistemological Importance of Clarity
54(2)
Language and the Communication of Clarity
56(1)
The Mathematisation of Language
57(2)
The Politics of Style
59(1)
Knowledge as Seeing Clearly
60(1)
The Rhetorical Visibilisation of Observation
61(1)
Language and the Representation of Visibility
62(2)
Mapping Discovery
64(1)
The Visibilising Economy of Language, Truth and Knowledge
65(1)
Occidentalist Rhetoricity
65(2)
6 Disciplining Language: Rhetorical Values and the Regulation of Academic Writing
67(17)
Introduction
67(1)
Inscribing a European Rationalist Rhetoricity
68(1)
The Disciplining of Language: Making Visible while Remaining Invisible
69(1)
The Observing Gaze and the Production of Knowledge/Clarity
70(1)
Rhetoricising Objectivity
71(2)
Objectivism and Distancing
73(1)
Mirroring Values: Rhetorical Inscription and Metarhetorical Criteria
74(1)
The Cultural Construction of Rhetorical Values
75(2)
Proverbs in Intercultural Perspective
77(1)
Twentieth Century Cooperation
77(1)
Power/Knowledge and the Maintenance of the Rhetorical Technology of Clarity, Concision and Brevity
78(1)
The Regulatory Technology of Feedback on Writing
79(1)
The Student Perspective
80(1)
The Dual Face of Clarity
81(1)
The Rhetoricity of Occidentalist Reason
82(2)
7 Power/Knowledge and the Construction of Rhetorical Subjects
84(13)
Introduction
84(1)
Subjects and Subjectification
84(1)
Subjectivity and Power/Knowledge
85(2)
Academic Writing Subjects
87(1)
The Subjectification of the Cartesian Cogito
88(1)
The Rhetorical Subject of Essayist Literacy
89(1)
Cultural Values and the Essay
90(1)
The Reading Subject and the Reception of Academic Writing
91(1)
The Rational Writing Subject as Textual Map-Maker
92(1)
The Topic Sentence and Surveying the Scene
93(1)
The Inscription of a Specific Cultural Subjectivity
93(1)
Objective Subjectivities
94(1)
Rhetorical Regularisation
95(2)
8 Subject to Confucian Rhetorical Culture
97(15)
Introduction
97(1)
Confucianism in East Asian Culture
97(3)
Confucian Subjects
100(2)
Doing One's Best: An Intercultural Perspective
102(1)
Deconstructing the Parameters for Intercultural Analysis
103(1)
Cultural (In)dependence
104(1)
Harmony in Conflict
105(1)
The Dilemmas of enryo and either/or Questions
105(1)
The Inter-Relational Dynamics of Individualism and Collectivity
106(1)
Differing Orders of Discourse: Communicative Styles and Politico-Moral Frameworks
107(1)
Teleological Thinking: Globally Neutral or a Western Hegemony?
108(2)
Critiquing the Ready Critique of Othering
110(1)
Conclusion
110(2)
9 The Power/Knowledge Effects of the Socratic Dialogue
112(11)
Introduction
112(1)
Intellectual Midwifery as Genealogical Pedagogic Practice
112(2)
Genealogical Critique
114(1)
Genealogical Reflexivity
114(1)
The Cultural Inscription of the Socratic Dialogue
115(1)
The Intellectual Dynamism of Speech and Language in the Western Tradition
116(1)
Dialogically Eliciting Independent Judgement
117(1)
The Implicit Workings of the Socratic Dialogue in Contemporary Tutorial Encounters
118(1)
The Dialogic in Intercultural Perspective
119(2)
Socratic Subjects
121(2)
10 Socratic Subjects: The Western Tutor as Midwife
123(20)
Introduction
123(1)
Re-enacting Socratic Midwifery
124(1)
The Rhetorical `Inducing' Strategies of Contemporary Academic Midwifery
124(1)
The Intercultural Tutorial Data
125(1)
The Tutorial as Genre
126(1)
State-of-the-art Openings
126(1)
The Developmental Dynamics
127(1)
Dialectical Dynamics
128(1)
Excerpt 1
128(1)
Inducing Dialectical Thinking
129(1)
Excerpt 2
130(1)
The Culturally Hidden Nature of Dialectical Development
130(1)
Excerpt 3
131(1)
Inducing the Tutor: Resistance as Reverse Midwifery
132(1)
Inducing Critical Evaluation
132(1)
Excerpt 4a
133(1)
Excerpt 4b
133(1)
Excerpt 4c
134(1)
Excerpt 4d
135(1)
Reverse Midwifery: Spelling Out the Rationale
135(1)
Excerpt 4e
135(1)
Excerpt 4f
136(1)
Excerpt 4g
137(1)
Socrates and Meno
138(1)
Occidentalist Inducing Strategies Reiterated in Educationally Different Context
139(1)
From Chick (1985: 320-321)
140(1)
Genealogical Effects
141(2)
11 Resisting the Tao of Talk: Verbalisation in Intercultural Context
143(18)
Introduction
143(1)
Speaking Culturally in Pedagogic Contexts
143(1)
Learning through Speaking
144(1)
Talking about Talking
145(4)
Appreciating Educational Difference
149(1)
On Preferring not to Speak
150(2)
Silence at Cross-Purposes
152(1)
Oververbalising
153(2)
Playing the Speaking Game
155(1)
Complexities of Face in Pauses and Silence in Intercultural Tutorials
156(1)
Videotaped Tutorial; Excerpt 5
156(1)
Contemplating both Speech and Silence
157(1)
Preferring to Listen
158(1)
The Intercultural Complexities of Listening
159(1)
Conclusion
160(1)
12 The Way of Learning: The Spatial Relations of Learning and Teaching in the Confucian/Taoist Tradition
161(13)
Introduction
161(1)
The Confucian Heritage in Educational Discourse
161(1)
The Teacher as Model
162(2)
Spatial Relations in the Etymological Semantics of Chinese Characters
164(2)
Dialogic or Spatial Relations: Contrasting Epistemologies of Teaching and Learning
166(1)
Following the Way of the Teacher
167(1)
Different Lines of Development: Dialectical or Incremental
168(1)
Tutorial Excerpt 5
169(1)
The Product/Process Distinction
170(2)
Intercultural Inversion: Leading the British Tutor to Follow the Way
172(1)
Conclusion
173(1)
13 The Discursive Dance of the Intercultural
174(11)
Introduction
174(1)
A Tutorial Vignette
174(2)
The Intercultural Interplay of Inferences and Relevance with Regard to the Tutor Role
176(1)
Age-related Communication and Peer Mentoring
177(2)
Intracultural Mediation in Intercultural Perspective
179(1)
Hidden Loyalties
180(1)
Hierarchical Communication and the `Humble' Student
180(3)
Transformative Aspects of the Intercultural Performative
183(2)
14 The Critical Rhetoric of Being Critical
185(19)
Introduction
185(1)
Critical Students
186(1)
Uncritical Students?
187(1)
Being Critical but not Exercising Critique
188(2)
Justifying Rhetoric; Justified Critique
190(1)
Being Critical in Genealogical Perspective
190(2)
Globalisation and the Culture of Critique
192(1)
The `Critical' as Rhetorical Force
192(2)
Critically Examining the Use of the Word `Critical'
194(1)
Agonism and/or Critique
195(1)
Critical Polysemy
195(2)
Critically Differing Pedagogical Cultures
197(1)
Questioning Critical Culture
197(1)
Reformulating the Basis for a Critical Culture
198(1)
The Higher Education Business of being Critical
198(3)
Critique: An Occidentalist Aporia?
201(1)
Performative Prospects
201(3)
References 204
Joan Turner is a Senior Lecturer and Director of the Centre for Language and Academic Writing at Goldsmiths, University of London. She has worked extensively with international students as they familiarise themselves with the demands of UK academic culture, as well as with home students getting to grips with academic writing. Her research interrogates the context of operation for this work. She has published in the fields of Academic Literacies, Conceptual Metaphor, Cross-cultural pragmatics, English for Academic Purposes, Higher Education, Intercultural Communication, and Writing Research.