WRITING GAMES: MULTICULTURAL CASE STUDIES OF ACADEMIC LITERACY PRACTICES IN HIGHER EDUCATION.Christine Pearson Casanave. Mahwah, NJ: Erlbaum, 2002. Pp. xx + 316. $69.95 cloth, $32.50 paper.

2003 ◽  
Vol 25 (4) ◽  
pp. 585-586
Author(s):  
Michael Khirallah
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Doctoral Students ◽  
Undergraduate Students ◽  
Literacy Practices ◽  
Academic Literacy ◽  
Discourse Community ◽  
Master's Students

This volume's study of academic literacy practices in higher education is about the writing games we play in the academy. This is not a cynical exploration of such games that assumes the giving up of one's voice to join a discourse community; Casanave's metaphor suggests negotiation in writing games that shapes us, for better or for worse. From Casanave's opening chapter discussing the book's framework to her conclusion, the book is rich in insights about the nature of literacy practices among undergraduate students, Master's students, doctoral students, and faculty.

scholarly journals Book Reviews

2004 ◽  
Vol 21 (2) ◽  
pp. 128
Author(s):  
Ellen Pilon ◽  
Phyllis Hildebrandt
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Literacy Practices ◽  
Applied Linguistics ◽  
Academic Literacy ◽  
Critical Applied Linguistics

Reviews of: 'Writing Games: Multicultural Case Studies of Academic Literacy Practices in Higher Education,' by Christine Pearson Casanave; and 'Critical Applied Linguistics: A Critical Introduction,' by A. Pennycook.

scholarly journals From Open Content to Open Course Models: Increasing Access and Enabling Global Participation in Higher Education

2009 ◽  
Vol 10 (5) ◽  
Author(s):  
Tannis Morgan ◽  
Stephen Carey
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Academic Literacy ◽  
Access To Higher Education ◽  
Professional Programs ◽  
Face To Face ◽  
Global Perspectives ◽  
Working Together ◽  
Open Content

Two of the major challenges to international students’ right of access to higher education are geographical/economic isolation and academic literacy in English (Carey, 1999, Hamel, 2007). The authors propose that adopting open course models in traditional universities, through blended or online delivery, can offer benefits to the institutions and to the open education movement itself, in particular with non-Anglophone students. This paper describes the model and an implementation with undergraduate students in Canada, Mexico, and Russia. The implementation of the model was examined in three studies, which relied on data collected from student interviews, instructor observations and reflections, instructor interviews, course documents, and discussion forum transcripts. The authors note that the main benefit of an open course model is the development of academic literacy for students of English as an Other Language (EOL). Other benefits include 1) international course transfers, 2) breadth of professorial exposure for the students, 3) flexibility in professors’ employment and professional development, and 4) course credits for students. Some of the challenges include 1) varying levels of Internet access, 2) coordination of the participation of the instructors, and 3) different teaching and learning practices. The authors conclude that an open course model might be applied in various contexts, such as in disciplines where global perspectives are important, in applied/professional programs, and in distance or face-to-face courses. Also, the model is useful for students working together on research, case studies, or joint projects, and it could be applied within an institution to enhance inter-disciplinary content and approaches

scholarly journals Culturally Diverse Students in Higher Education: Challenges and Possibilities within Academic Literacy Practices

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Elena Tkachenko ◽  
Kari Bratland ◽  
Jorunn Store Johansen
Keyword(s):  
Higher Education ◽  
Intercultural Communication ◽  
Culturally Diverse ◽  
Literacy Practices ◽  
Higher Education Institutions ◽  
Academic Literacy ◽  
Student Diversity ◽  
Diverse Students ◽  
Culturally Diverse Students ◽  
Majority Students

With growing diversity in the population, higher education faces a new situation with increasing student diversity. In our paper, we will explore questions concerning the consequences student diversity has for higher-education institutions. Based on our experience from three different R&D projects, the differences in culture and academic literacy practices give culturally diverse students challenges that have often been ignored in academia. Some other studies also document that this group of students has a much higher risk of dropping out and underachieving than majority students (Andersen & Skaarer- Kreutz, 2007; Støren, 2009). In our paper, we are going to discuss the students’ challenges and discourse of remediation that is often associated with their challenges and suggest how higher-education institutions can adjust their practices to be more oriented to intercultural communication. Intercultural communication as a dialogic approach may create dynamics in academic tutoring and lead to mutual change/transformation instead of a one-way adaptation of existing academic literacy norms. We argue that all teachers should be aware of cultural differences in literacy practices in the education systems and strive to adjust their teaching practices to the diversity in the classroom. This approach, we believe, can contribute to a better learning environment for all students, independently of their backgrounds. 

scholarly journals “What kind of paper do you want from us?”: developing genre knowledge in one Kazakhstani university postgraduate school

2019 ◽  
Author(s):  
Philip Montgomery ◽  
Jason Sparks ◽  
Bridget Goodman
Keyword(s):  
Higher Education ◽  
Literacy Practices ◽  
Academic Literacy ◽  
Knowledge Development ◽  
Student Experiences ◽  
Academic Literacies ◽  
Literacy Practice ◽  
Genre Awareness ◽  
Science School ◽  
Genre Knowledge

Drawing on the Academic Literacies perspectives of Lea and Street and key genre theorists, this mixed-methods case study explored multilingual student experiences of academic literacy practices in one postgraduate social-science school in an English-medium university in Kazakhstan. Two questions guided the research: (1) To what extent and in what ways do students develop genre knowledge in their school EMI contexts?; (2) Which pedagogical approaches and strategies do students identify as beneficial in supporting genre knowledge development? The study found students developed genre awareness for research-related literacy practices, involving field-, tenor- and mode-related genre knowledge. The study also found student capacity to apply genre knowledge successfully across a range of text genres. Another finding was that challenge and success in genre knowledge development was a function of the extent of explicit feedback from instructors and peers and explicit assignment expectations. Each of our findings are consistent with the critique and recommendations of Lea and Street (1998; 2006) on the importance of a situated approach to developing student academic literacy practice that accounts for the larger institutional contexts and epistemological traditions in which those practices have meaning. These findings have important value for discussions and debates on student academic literacy learning and practice in higher education in Kazakhstan, across Central Asia and in other countries where policies for internationalization and research universities are rapidly transforming higher education literacy practice in the current era of globalization.

scholarly journals Needs analysis and competence profiling through ethnographic methods: the case of the Academic English course at the Graduate School of a Spanish university

10.29007/dn58 ◽  
2018 ◽  
Author(s):  
Ignacio Guillen Galve
Keyword(s):  
Doctoral Students ◽  
Graduate School ◽  
Literacy Practices ◽  
Tertiary Education ◽  
Academic Literacy ◽  
Ethnographic Study ◽  
Needs Analysis ◽  
Small Scale ◽  
Academic English ◽  
Starting Point

This paper reports findings from a micro-ethnographic study of the academic literacy practices of the doctoral students that participate in the course in Academic English (AE) taught at the Graduate School of the University of Zaragoza (UZ), Spain. So far there is no evidence regarding the degree of competence in spoken and written communication in academic English to be expected from the students that enroll in the course. Accordingly, the UZ has funded a Teaching Innovation Project (TIP) with the aim of developing ethnographic study protocols capable of providing empirical data on competence profiles, and analysing the learning needs of a specific type of EFL adult learner. The aim of this paper is, therefore, to report on those results that can help to improve the AE course by planning it more efficiently on the basis of a needs analysis that takes disciplinary factors, among others, into account. Reading specialized bibliography, writing a dissertation, giving an oral presentation... all seem to constitute manifestations of, or generic competences for, Academic English in tertiary education, but the acquisition of those competences in an EFL environment may become a challenge for the young researcher attending the AE course. Nowadays, effective teaching in that context requires going beyond mere experience and gathering empirical, ethnographic information suitable for competence profiling (see e.g. Bocanegra-Valle, 2016). Consequently, our study draws on relevant ethnographic techniques in the field of EAP (see e.g. Dressen-Hamouda, 2012), the paper thus beginning by reporting on the results of the analysis of the answers to a structured questionnaire administered to students as the starting point for small-scale semi- structured interviews. Our ultimate aim is the examination of the acquisition and learning of second-language academic literacy practices in line with e.g. 'New Literacies' studies such as Seloni (2012).

Theory of public administration

2019 ◽  
Author(s):  
Игорь Понкин ◽  
Igor Ponkin
Keyword(s):  
Higher Education ◽  
Public Administration ◽  
Doctoral Students ◽  
Undergraduate Students ◽  
Federal State ◽  
Master's Level ◽  
Municipal Administration ◽  
State Management ◽  
Educational Standard ◽  
State Educational

The textbook presents the key foundations and concepts of the theory of public administration. The ontology description, features, subjective-objective structure, tools, process state management. The basic provisions of the modern paradigm of public administration are shown. The key theoretical issues and actual problems of legal support, planning, design and implementation of public administration are revealed. The content of the reference to the material of legal acts and documents, the existing scientific concepts and approaches, the content of scientific discussions are presented. The legislation is given as of January 15, 2019. Quotations from foreign sources (including those given in epigraphs), unless otherwise indicated, are given in the translations of the author of this publication, as well as the translation of the names of used foreign sources in footnotes. Recommended by chapters literature – on the text of paragraphs in footnotes. In the textbook the volume of the given reference to the stated material illustrative examples from practice, from the real political sphere is minimized. The level of presentation – increased complexity. Meets the requirements of the Federal state educational standard of higher education of the last generation. For undergraduate students of educational institutions of higher education studying in the areas of training 38.04.04 State and municipal administration (master's level), 40.04.01 Law (master's level), for students of master of Public Administration programs, graduate and doctoral students, lawyers, economists, managers, managers and employees of state and municipal administration, as well as for all those interested in the named thematic horizon.

scholarly journals Russian Students’ Social Representations of Higher Education

2019 ◽  
Vol 10 (1) ◽  
pp. 2
Author(s):  
Marianna E. Sachkova ◽  
Galina K. Esina
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Undergraduate Students ◽  
Social Representations ◽  
Modern Society ◽  
Total Sample ◽  
School Students ◽  
Master's Students ◽  
The Social ◽  
Education Levels

The ideas of the theory social representations proposed by Moscovici and developed in the structural approach by Abric were used in the research in order to reveal the structure and content of students’ social representations of higher education in a modern society. The total sample size was 572 students: of which 197 were secondary school students (average age of 16.7), 189 were undergraduate students (average age of 20.8) and 186 were master students (average age of 29.3). The methodology of Vergès for the analysis of the structure of social representations was used. We tested the hypothesis that the structure of social representations of higher education has general and specific features correlated to the age and educational level of students. It was found that the social representations of schoolchildren, undergraduate students and master’s students differ in a number of elements and content characteristics. Generally social representations of students with different education levels had similar characteristics. Students of secondary schools expanded the core performance, in contrast to students of universities, presumably because of their fewer social experiences, providing large “distance” to higher education as an “object”.

Fostering Allyship in Ourselves and Our Students

2020 ◽  
pp. 41-54 ◽  
Author(s):  
Annemarie Vaccaro ◽  
John Olerio ◽  
Jana Knibb ◽  
Desiree Forsythe ◽  
Karin Capobianco ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Faculty Member ◽  
Doctoral Students ◽  
Undergraduate Students ◽  
White Supremacist ◽  
Making Meaning

This chapter focuses on the development of allyship in higher education contexts. The findings discussed are the result of a 10-week duoethnography project conducted by one faculty member and five doctoral students who are also higher education practitioners. Group dialogue and individual memoing revealed central struggles in considering approaches to cultivating social justice allyship with undergraduate students. There is a certain tension in trying to promote allyship to privileged students as something more than individual sacrifice while also properly acknowledging and communicating the risks inherent in decentering systems, structures, and institutions that benefit from white supremacist, sexist, ableist, heteronormative hegemony. The duoethnographic data are presented to encourage readers to become active participants in making meaning of the various perspectives on allyship.

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