Researching Student "Becoming" in Higher Education

Autor/in	James, Bronwyn
Titel	Researching Student "Becoming" in Higher Education
Quelle	In: Higher Education Research and Development, 32 (2013) 1, S.109-121 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2012.751089
Schlagwörter	Writing Strategies; Writing Skills; Student Research; Research Methodology; Technical Writing; Graduate Students; Research Skills; Sociolinguistics; Case Studies; Capacity Building; Content Area Writing; Research Papers (Students) + Suchen Sie Ihr Suchwort? Schreibtechnik; Writing skill; Schreibfertigkeit; Studentenforschung; Research method; Forschungsmethode; Technical documentation; Technische Dokumentation; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Forschungsleistung; Soziolinguistik; Case study; Fallstudie; Case Study; Schriftliche Übung
Abstract	The "alternative" methodological approach that I discuss in this paper is one that I suggest can be employed for exploring higher degree research student "becoming," that is, for exploring the relationship between learning, writing and identity or subject formation. This approach is informed by an unlikely amalgam of theoretical framings arising from the broad disciplinary home of sociolinguistics and postmodernist theorisings of subject formation. This apparently uncomfortable combination, however, incorporates a view of "alternative" that references Elizabeth Grosz' use of "difference" to mean elaboration, whereby something can become "more: than itself or "other" than its past while retaining a certain continuity with its past. The approach that I work with in this paper aims to provide such an elaboration--to provide a more nuanced view of what it means to become a postgraduate research writer than would be possible using either of its constitutive theoretical framings alone. (Contains 2 figures and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10