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Relocalising Academic Literacy: Diversity, Writing and Collective Learning in an International Master's Programme

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Title: Relocalising Academic Literacy: Diversity, Writing and Collective Learning in an International Master's Programme
Language: English
Authors: Clemensen, Nana, Holm, Lars
Source: Learning and Teaching: The International Journal of Higher Education in the Social Sciences. Dec 2017 10(3):34-55.
Availability: Berghahn Journals. 20 Jay Street Suite 512, Brooklyn, NY 11201. Tel: 212-233-6004; Fax: 212-233-6007; e-mail: journals@berghahnbooks.com; Web site: http://www.journals.berghahnbooks.com
Peer Reviewed: Y
Page Count: 22
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Qualitative Research, Interviews, Student Experience, Higher Education, International Studies, Local Norms, Academic Ability, Masters Programs, Context Effect, Institutional Characteristics, Educational Practices, Student Attitudes, Global Approach, Foreign Countries
Geographic Terms: Denmark
DOI: 10.3167/latiss.2018.100304
ISSN: 1755-2273
Abstract: This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students' educational and discursive experiences, we examine the negotiation and relocalisation of academic literacy among students of the international master's programme, Anthropology of Education and Globalisation (AEG), University of Aarhus, Denmark. The article draws on an understanding of academic literacy as a local practice situated in the social and institutional contexts in which it appears. Based on qualitative interviews with eleven AEG-students, we analyse students' individual experiences of, and perspectives on, the academic literacy practices of this study programme. Our fndings reveal contradictory understandings of internationalism and indicate a learning potential for students in allowing a more linguistically and discursively diverse dialogue on knowledge production in academia.
Abstractor: As Provided
Entry Date: 2018
Accession Number: EJ1174460
Database: ERIC
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  Data: Berghahn Journals. 20 Jay Street Suite 512, Brooklyn, NY 11201. Tel: 212-233-6004; Fax: 212-233-6007; e-mail: journals@berghahnbooks.com; Web site: http://www.journals.berghahnbooks.com
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  Data: This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students' educational and discursive experiences, we examine the negotiation and relocalisation of academic literacy among students of the international master's programme, Anthropology of Education and Globalisation (AEG), University of Aarhus, Denmark. The article draws on an understanding of academic literacy as a local practice situated in the social and institutional contexts in which it appears. Based on qualitative interviews with eleven AEG-students, we analyse students' individual experiences of, and perspectives on, the academic literacy practices of this study programme. Our fndings reveal contradictory understandings of internationalism and indicate a learning potential for students in allowing a more linguistically and discursively diverse dialogue on knowledge production in academia.
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