Bookishness, Blue Skies, Bright Hats and Brickies: Discourse and Positioning in Academics' Conversations around 'Academic Intelligence' and the 'Good' Student

Autor/in	Cameron, Harriet
Titel	Bookishness, Blue Skies, Bright Hats and Brickies: Discourse and Positioning in Academics' Conversations around 'Academic Intelligence' and the 'Good' Student
Quelle	In: Studies in Higher Education, 44 (2019) 2, S.318-332 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cameron, Harriet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2017.1364718
Schlagwörter	College Faculty; Higher Education; Intelligence; College Students; Student Characteristics; Academic Ability; Social Bias; Equal Education; Foreign Countries; Labeling (of Persons); United Kingdom + Suchen Sie Ihr Suchwort? Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Intelligenz; Klugheit; Collegestudent; Ausland; Labeling-Ansatz; Großbritannien
Abstract	This study is an interpretative discourse analysis [following Gee, J. P. 2005. "An Introduction to Discourse Analysis: Theory and Method." 2nd ed. New York: Routledge; Gee, J. P. 2011. "How to Do Discourse Analysis: A Toolkit." London: Routledge; and Willig, C. 2008. "Introducing Qualitative Research in Psychology." 2nd ed. Berkshire: Open University Press], of three focus group conversations between academics in higher education during which talk centred around the topic of 'academic intelligence'. The research attended to the ways in which the academics discursively produced 'academic intelligence' and related social constructs, and how these constructs engendered discussion about 'good' students. The findings are discussed in three thematic sections: 'conceptual [un]ease'; 'bookishness, blue skies and brickies'; and 'resistance and reproduction'. The paper draws attention to the ways in which constructions of 'natural' academic intelligence underpin the illusion of meritocracy and justify academic hierarchy, whilst masking inequalities in educational practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01