Academic Literacies; Discourse and Epistemology in a Swedish University

Autor/in	Erixon, Pe-Olof
Titel	Academic Literacies; Discourse and Epistemology in a Swedish University
Quelle	In: Education Inquiry, 2 (2011) 2, S.221-238 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.3402/edui.v2i2.21975
Schlagwörter	Academic Language; Epistemology; Universities; Art; Social Sciences; Medical Education; Science Education; Technology Education; Departments; Intellectual Disciplines; Researchers; Writing (Composition); Foreign Countries; College Faculty; Scientific Research; Scientists; Comparative Analysis; Sweden + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Erkenntnistheorie; University; Universität; Arts; Kunst; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Medizinische Ausbildung; Naturwissenschaftliche Bildung; Technisch-naturwissenschaftlicher Unterricht; Department; Abteilung; Geisteswissenschaften; Researcher; Forscher; Schreibübung; Ausland; Fakultät; Scientist; Wissenschaftler; Schweden
Abstract	This article explores the perceptions of active senior researchers from different scientific and scholarly areas about scientific and scholarly writing, specifically that associated with research. The study comprises interviews with 12 researchers in four different faculties at a Swedish university: Arts, Social Sciences, Science and Technology, and Medicine. The article draws on Biglan's (1973) and Becher's (1994) four intellectual clusters, i.e. (1) "hard pure (natural) science"; (2) "soft pure (arts and social) sciences"; (3) "hard applied (engineering) sciences"; and (4) "soft applied (education) sciences" and connects them with Graue's (2006) four identified writing traditions in academia, of: "reporting," "interpreting," "constituting" and "praxis." The findings suggest that researchers in the applied sciences see writing as having a mediating and creative function for research while, for pure scientists, writing is based on epistemology that does not attribute a mediating function to language (Wertsch, 1998). The study also indicates that researchers who are active in applied science, e.g. professional education of various kinds, are positioned at the interface between the discipline and individuals as social beings, and that they operate as epistemological boundary crossers for the faculties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01