scholarly journals Publishing policy: toward counterbalancing the inequalities in academia

2021 ◽  
Vol 2021 (267-268) ◽  
pp. 99-104
Author(s):  
Nicole Dołowy-Rybińska

Abstract This article touches upon the problem of inequalities in academia resulting from neoliberal capitalism and existing publishing policy and discusses its possible consequences. Building on the author’s own experiences as a researcher working on linguistic minorities and as an academic administrator, it explores how power relations work in parts of the scientific world situated on the peripheries of the Western “centre” – via the neoliberal economy, access to funding and international recognition. Publishing in high-status, English-language journals requires “non-centre” academics to adopt Western conventions of publishing, including in the style of reasoning, the structure of the text, and preferring references from the Anglo-American academic tradition. Only by complying can such researchers secure a place in academia and further their careers. However difficult it may be, the author argues, the hegemony of Western-model knowledge construction may only be questioned from inside, by the “centre” academics.

1989 ◽  
Vol 35 ◽  
pp. 48-58
Author(s):  
Frank Jansen ◽  
E. van der Geest

The official rules for the orthography prescribe dutchified forms for some loanwords and source language orthographies for others. Experts feel that this deficiency of the spelling system is the most obvious candidate for a forth-coming revision. In this paper we examine a source of variation in orthographies that has received relatively little attention: differences in status of the cultures the source language are associated with. The results of a series of parallel experi-ments are discussed, in which Dutch youngsters gave their opinions about dutchified English and French loanwords. The subjects disliked the adaptation of English words significantly more than the adaptation of French words. We explain this result by assuming a correlation between the high status which the Anglo-American culture has for Dutch adolescents, and a perceived inviola-bility of the words borrowed from the English language.


2019 ◽  
Vol 67 (4) ◽  
pp. 899-930
Author(s):  
Han-Ru Zhou

Abstract Principles form part and parcel of our law and legal discourse, so much so that we seldom think of what they are and what they entail. For centuries they have been invoked daily to interpret and argue about the law. But when it comes to matters of constitutional law, principles are further called upon to perform a perennially controversial function: to help police the boundaries of state action. In most common law jurisdictions with a written constitution, this function of principles runs against the generally accepted view that the exercise of judicial review must ultimately be governed and restricted by the terms of the national constitution. This Article argues that the exercise of judicial review based on principles is not confined to that view, once the relationship between principles and the constitution is unpacked and recontextualized. While the English-language literature on principles over the past half-century has been dominated by a select group of Anglo-American scholars, there is a wealth of untapped insights from other parts of the world. One of the major contributions by continental legal theorists even predates the earliest modern Anglo-American writings on the subject by more than a decade. Overall, the law literature in common law and civil law systems reveals a significant degree of commonalities in the basic characters of principles despite the absence of initial evidence of transsystemic borrowings. The wider conceptual inquiry also displays a shift in the focus of the debate, from the protracted search for a clear-cut distinction between rules and principles towards a redefinition of principles’ relationship with “written” law, be it in the form of a civil code or a constitutional instrument. From this inquiry reemerge “unwritten” principles not deriving from codified or legislated law although they have been used to develop the law. Translated into the constitutional domain, these unwritten principles bear no logical connection with the terms of the constitution. Their main functions cover the entire spectrum from serving as interpretive aids to making law by filling gaps. The theoretical framework fits with an ongoing four-century-old narrative of the evolution of constitutional principles and judicial review across most common law-based systems. Constitutional principles are another area where Anglo-American law and legal discourse is less exceptional and more universal than what many assume. Throughout modern Western history, legal battles have been fought and ensuing developments have been made on the grounds of principles. Our law and jurisprudence remain based on them.


2020 ◽  
Vol 19 (2) ◽  
Author(s):  
Helena Sousa

Media and communication research has been dominated by the Anglo-American paradigm and English has become the lingua franca of academic life. The 2018 ECREA conference focused on centres and peripheries, inclusions and exclusions, cores and margins in the field. In line with the programme, this special session on Language in Academia tried to respond to contemporary critical asymmetries, analysing a specific dimension often taken for granted: the English language hegemony. The centrality of the English language is often assumed without questioning or critical reasoning.


2021 ◽  
Vol 14 (1) ◽  
pp. 44-57
Author(s):  
Yeraldine Aldana Gutiérrez

The English language teaching (ELT) field has undergone transformations regarding its views on knowledge and language. Although instrumental perspectives situate English teachers in a passive, receptive and technical position, their research and pedagogical work displays an interest in extracurricular phenomena about Peace Construction (PC) in ELT. This qualitative exploratory study aimed at unveiling possible connections between PC and ELT in Colombia. Documental revision and semi-structured interviews were applied with 4 English teachers. Findings discuss an organic metaphor as facilitating “teachers’ situated knowledge construction” (Serna, 2018, p. 585). Thus, a critical reflection is developed on how ELT and PC may articulate one another towards an alternative reading on their possible relationality or the reduction of the canonical distance imagined between these two fields, in order to acknowledge their interconnection. Conclusions around the multifaceted transdisciplinary ELT field are presented.


2020 ◽  
Vol 4 (2) ◽  
pp. 44
Author(s):  
Ye Tao ◽  
Yanyan Li

Many studies have explored the role of regulation of learning in supporting social knowledge construction. Other-regulation is a common regulation type in collaborative learning. However, few studies have examined learners` social knowledge construction in other-regulation groups. This study attempts to provide a new lens to understand the role of regulation of learning in supporting social knowledge construction and broaden our knowledge about two forms of other-regulation within groups. Toward that end, this study compares social knowledge construction in groups characterized by facilitative and directive other-regulation. The two case groups of four in this study were selected from a larger sample (N=22). Content analysis and sequential analysis were used to analyze the online chat log collected from two groups. The comparison was made in terms of the frequency and behaviour pattern of social knowledge construction between the two groups. Qualitative analysis was adopted to explore the interrelation between social knowledge construction and two forms of other-regulation. Results indicate that the facilitative other-regulation group engaged in more high-level social knowledge construction and demonstrated more continuous and systematic behaviour patterns. Further qualitative analysis reveals that facilitative other-regulation occurred concurrently with social knowledge construction and played a promoting role in this process. In contrast, directive other-regulation followed social knowledge construction but failed to guide the subsequent knowledge construction moves, ending in impeding the ongoing of social knowledge construction smoothly.


boundary 2 ◽  
2021 ◽  
Vol 48 (1) ◽  
pp. 139-176
Author(s):  
Joe Cleary

Though canons and faculty have greatly diversified in recent decades, English departments around the world fundamentally prioritize English and American literatures. To this extent, they resemble the Anglo-American imperial commonwealths that some toward the end of the nineteenth century advocated for in order to stave off the decline of the British Empire and to shore up a permanent Anglo-American supremacy against all threats. Still, as the English language becomes “global,” English departments today founder for a variety of reasons and convey a persistent sense of crisis. Has the time come radically to decolonize the English department, not only at the level of curriculum but also in terms of its basic organizational structures to facilitate the study of anglophone literatures now planetary in reach? If so, how might this best be achieved in the British and American core countries and also in the more peripheral regions of Anglophonia?


Author(s):  
Patient Rambe

While Writing Centres provide dialogic spaces for student articulation of voice, they insufficiently deal with asymmetrical power relations built into expert-novice conversations, which potentially disrupt novices' democratic expression of their voices. Yet the conversational nature of Facebook presents opportunities for ESL students to express their voices. This chapter: 1) Employs draft essays of first-year ESL students submitted to a Writing Centre to unravel their challenges with asserting their voice, 2) Uses reflective narratives of Writing consultants and ESL students to understand how their English language acquisition is impacted by their appropriation of Facebook and 3) Unravels how Facebook complements the mandate of Writing Centres of developing the academic voice of students. Findings suggest that students lacked confidence in asserting their authorial presence and familiarisation with academic conventions. Students and consultants' essays demonstrated a balanced appropriation of attitudinal and judgement categories and engagement resources, with implications for the potential of Facebook to mediate student expression of their voice.


Mind ◽  
2020 ◽  
Author(s):  
Thaddeus Metz

Abstract In this article I critically discuss some recent English language books in African philosophy. Specifically, I expound and evaluate key claims from books published by sub-Saharan thinkers since 2017 that address epistemology, metaphysics, and value theory and that do so in ways of interest to an audience of at least Anglo-American-Australasian analytic philosophers. My aim is not to establish a definitive conclusion about these claims, but rather to facilitate cross-cultural engagement by highlighting their relevance, at least to many western philosophers, and by presenting challenges to these claims that such philosophers would be likely to mount.


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