Risk in Postgraduate writing: voice discourse and edgework

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dc.contributor.authorThesen, Luciaen_ZA
dc.date.accessioned2014-10-28T14:02:10Z
dc.date.available2014-10-28T14:02:10Z
dc.date.issued2013en_ZA
dc.description.abstractThis paper brings writing into the contested space of research and knowledge-making in South Africa. An often hidden dimension of research is that it has to find expression in a written product, increasingly in English. This creates challenges for both students, who have developed writing identities in other domains, disciplines and languages, and also supervisors and journal editors who are gatekeepers for the making of new knowledge. In a competitive and uncertain climate where discourses of risk management play an increasingly important part, people tend to play it safe when it comes to writing, conforming to a narrow image of scientific writing. This has consequences for knowledge-making as students often set aside the experiences, allegiances and styles they have developed along the way. Drawing on data from an international publishing project on risk in academic writing, the paper explores dilemmas around the process of research writing. These instances make the contradictions and tensions faced by writers and gatekeepers central, highlighting the importance of voice and risk. Both voice and risk are explored experientially and theoretically, with the emphasis on the potentials of risk. The concept of risk, not as risk management, but as risk-taking, offers new ways of thinking about writing that brings the decisions that writers and readers make to the fore. A focus on risk has the potential to offer new understandings about the changing landscapes in which writers and readers weigh up their options against notions of what is 'normal'. Finally I suggest edgework as a productive concept that can take work on risk forward in both research and pedagogy.en_ZA
dc.identifier.apacitationThesen, L. (2013). Risk in Postgraduate writing: voice discourse and edgework. <i>Critical Studies In Teaching & Learning</i>, http://hdl.handle.net/11427/8836en_ZA
dc.identifier.chicagocitationThesen, Lucia "Risk in Postgraduate writing: voice discourse and edgework." <i>Critical Studies In Teaching & Learning</i> (2013) http://hdl.handle.net/11427/8836en_ZA
dc.identifier.citationThesen, L. 2013. Risk in Postgraduate writing: voice discourse and edgework. Critical Studies In Teaching & Learning.en_ZA
dc.identifier.issn 2310-7103en_ZA
dc.identifier.ris TY - Journal Article AU - Thesen, Lucia AB - This paper brings writing into the contested space of research and knowledge-making in South Africa. An often hidden dimension of research is that it has to find expression in a written product, increasingly in English. This creates challenges for both students, who have developed writing identities in other domains, disciplines and languages, and also supervisors and journal editors who are gatekeepers for the making of new knowledge. In a competitive and uncertain climate where discourses of risk management play an increasingly important part, people tend to play it safe when it comes to writing, conforming to a narrow image of scientific writing. This has consequences for knowledge-making as students often set aside the experiences, allegiances and styles they have developed along the way. Drawing on data from an international publishing project on risk in academic writing, the paper explores dilemmas around the process of research writing. These instances make the contradictions and tensions faced by writers and gatekeepers central, highlighting the importance of voice and risk. Both voice and risk are explored experientially and theoretically, with the emphasis on the potentials of risk. The concept of risk, not as risk management, but as risk-taking, offers new ways of thinking about writing that brings the decisions that writers and readers make to the fore. A focus on risk has the potential to offer new understandings about the changing landscapes in which writers and readers weigh up their options against notions of what is 'normal'. Finally I suggest edgework as a productive concept that can take work on risk forward in both research and pedagogy. DA - 2013 DB - OpenUCT DP - University of Cape Town J1 - Critical Studies In Teaching & Learning KW - edgework KW - postgraduate KW - research KW - risk KW - voice KW - writing LK - https://open.uct.ac.za PB - University of Cape Town PY - 2013 SM -  2310-7103 T1 - Risk in Postgraduate writing: voice discourse and edgework TI - Risk in Postgraduate writing: voice discourse and edgework UR - http://hdl.handle.net/11427/8836 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8836
dc.identifier.vancouvercitationThesen L. Risk in Postgraduate writing: voice discourse and edgework. Critical Studies In Teaching & Learning. 2013; http://hdl.handle.net/11427/8836.en_ZA
dc.language.isoengen_ZA
dc.publisherUniversity of the Western Capeen_ZA
dc.publisher.departmentAcademic Development Programme (ADP)en_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceCritical Studies In Teaching & Learningen_ZA
dc.source.urihttp://dx.doi.org/10.14426/cristal.v1i1.10en_ZA
dc.subjectedgeworken_ZA
dc.subjectpostgraduateen_ZA
dc.subjectresearchen_ZA
dc.subjectrisken_ZA
dc.subjectvoiceen_ZA
dc.subjectwritingen_ZA
dc.titleRisk in Postgraduate writing: voice discourse and edgeworken_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
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