Knowledge Construction in academia: A challenge for multilingual scholars

2020 ◽  
Vol 1 (1) ◽  
pp. 84-87
Author(s):  
Pedro Martín
Keyword(s):  
Knowledge Construction ◽  
Multilingual Scholars

Discipline and methodological paradigm

2020 ◽  
Vol 1 (2) ◽  
pp. 92-119
Author(s):  
Irina Shchemeleva
Keyword(s):  
Knowledge Construction ◽  
Native Speakers ◽  
General Purpose ◽  
Shared Understanding ◽  
Research Writing ◽  
Epistemic Stance ◽  
Writing Practices ◽  
Multilingual Scholars

Abstract In contemporary academia, multilingual scholars using English as an additional language (EAL) are actively engaged in knowledge construction producing more research texts in English than native speakers (Hyland, 2016). Having a more general purpose to gain insights into the factors that influence multilingual scholars’ research writing practices in English, this case study seeks to explore how EAL users perceive disciplinary norms of epistemic stance expression in political science. It is based on interviews with 5 Russian political scientists and on the analysis of their research texts. The findings suggest that the participants do not seem to have a shared understanding of disciplinary norms regarding epistemic stance expression; however, their narratives highlight the importance of the methodological paradigm the texts belong to for their writing practices. The study is a contribution to the discussion of the role of the discipline in EAL scholars’ research writing practices and linguistic and rhetorical variability of research texts within one discipline. The results of this study have pedagogical implications for ERPP course designers and practitioners.

Wissenskommunikation multimodal: Wie Museumsbesucher sich über eine Museumsvitrine verständigen

Fachsprache ◽  
2017 ◽  
Vol 32 (3-4) ◽  
pp. 122-144
Author(s):  
Wolfgang Kesselheim
Keyword(s):  
Field Experiment ◽  
Conversation Analysis ◽  
Knowledge Construction ◽  
Specific Form ◽  
Knowledge Communication

In the present paper I will study conversations in front of museum showcases as a specific form of knowledge communication. After presenting my understanding of the concepts“knowledge communication” and “knowledge”, which are informed by conversation analysis, I will explore two characteristic aspects of the ‘showcase conversations’ by means of a number of detailed analyses of short extracts of these conversations. First, I will show how knowledge is interactively produced and made publicly visible, and second, how people use the complex multimodal environment of the showcase as a basis for their knowledge construction, and how they manage to ‘tie together’ different semiotic “modes” which are visible and readable in display cases. The analyses of this paper are based on a corpus collected in a paleontological museum. The conversations have been recorded in a kind of ‘field experiment’: Probands have been asked to watch a showcase together and to summarize its content. While doing so they were filmed.

Formación Inicial Docente: Una mirada al Proceso de Construcción de Conocimiento Profesional desde la Práctica

2014 ◽  
pp. 143
Author(s):  
Pamela Labra Godoy ◽  
Rodrigo Fuentealba J.
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Social System ◽  
Knowledge Construction ◽  
Educational Context ◽  
Teacher Formation ◽  
Palabras Clave ◽  
The Social ◽  
Application Logic ◽  
Process Product

Resumen: Los procesos de formación de profesores han estado fuertemente influenciados por una lógica aplicacionista y una visión fragmentada y prescriptiva de la naturaleza del conocimiento. Se puede observar una enseñanza basada en la oralidad, en un bajo trabajo práctico y una escasa vinculación con la realidad educativa y los requerimientos del contexto. Se hace necesario que en dichos procesos se reconozca a los futuros profesores como sujetos de conocimiento con quienes se debiese generar una estructura curricular práctica activa y reflexiva.El reconocer la complejidad de los procesos que se llevan a cabo en el contexto educacional, hace necesario transitar desde una lógica instrumental/mecanicista, proceso-producto a una perspectiva epistemológica donde se rescate el dinamismo del ámbito educacional y la complejidad del sistema social en que éste se encuentra inserto. Palabras clave: Formación Inicial Docente - Construcción de Conocimiento Profesional – Prácticas – Reflexión Profesional Abstract Teacher education processes have been heavily  influenced by application logic, as well as, to a fragmented and prescriptive vision of the nature of knowledge, instead of the construction of it. A teaching process based on the predominance of oral discourse, low practical work, and a limited relation with educational reality and context needs, has been  observed. It seems necessary to recognize student - teachers as knowledge subjects with whom there should be an active/reflective curricular activity, and also recognize the complexity of the processes that take place in the educational context. In other words, it is necessary to move from an instrumental, process/ product perspective towards an epistemological perspective able to recognize the dynamism in the educational system and the complexity of the social system in which it is immersed. Key Words: Initial Teacher Formation- Professional Knowledge Construction- Practicum- Professional Reflection

Learning the anthropology of development: the university as a site of knowledge construction and identity formation

Journal ◽  
2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Tanya Jakimow
Keyword(s):  
Identity Formation ◽  
Lifelong Learning ◽  
Knowledge Construction ◽  
Multiple Identities ◽  
Classroom Teachers ◽  
Practical Skills ◽  
Student Reactions ◽  
A Site ◽  
The University ◽  
Anthropology Of Development

Recent work exploring student reactions to the anthropology of development highlights the importance of going beyond simply imparting practical skills, or alternatively delivering content that offers an unrelenting critique (Djohari 2011; Handler 2013). In this paper, I argue that by casting an anthropological eye on the classroom, teachers can provide a learning environment in which students transform into reflective ‘novice’ practitioners equipped for lifelong learning. This involves making explicit the processes of knowledge construction in the classroom, and by extension, the development field. It entails providing the resources through which students can become social beings in the development sector, with attention to expanding the possibilities for the formation of multiple identities. 

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