ERIC Number: EJ1234538
Record Type: Journal
Publication Date: 2020
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1356-2517
EISSN: N/A
Styling Writing and Being Styled in University Literacy Practices
Teaching in Higher Education, v25 n1 p1-17 2020
Taking as its premise the ethical responsibility of the educator towards diversity, both in students and the materiality of their knowledge production practices, this paper examines four surfaces of emergence of academic writing governmentality. These are characterised as different 'styles' of knowledge production: Style 1 (canonic, Western rationalist governmentality); Style 2 (bureaucratic, product-control governmentality); Style 3 (transformative, academic literacy governmentality); and Style 4 (poststructural and deconstructive governmentality). Drawing on Foucault's genealogical approach ([1984] 1991. 'What is Enlightenment?' In "The Foucault Reader," edited by Paul Rabinow, 32-50. London: Penguin), I examine ways these complementary and competing disciplinary technologies orient us and our students differently in the 'constitution of ourselves as autonomous subjects' (Foucault [1984] 1991, 43), in both our educational and writing practices. The findings of the study are intended to make more explicit the hegemonic rhetorical landscapes, which call us all to order in our everyday practices within the university's 'matrix of calculabilities' (Ball, Stephen, and Antonio Olmedo. [2012]. 'Care of the Self, Resistance and Subjectivity Under Neoliberal Governmentalities'. "Critical Studies in Education" 54 (1): 85-96, 103).
Descriptors: Ethics, Academic Language, Literary Genres, Student Diversity, Teacher Student Relationship, Educational Philosophy, Writing (Composition), Educational Practices, College Faculty, College Students, Language Styles, Western Civilization, Governance
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A