Language in the Academy : : Cultural Reflexivity and Intercultural Dynamics / / Joan Turner.

• Superior document: Title is part of eBook package: De Gruyter MultiLingual Matters Backlist eBook-Package 2000-2013
• VerfasserIn: Turner, Joan,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2010]; ©2010
• Year of Publication: 2010
• Language: English
• Series: Languages for Intercultural Communication and Education
• Physical Description: 1 online resource (240 p.)
• Other title: Frontmatter --; Contents --; Chapter 1. General Overview --; Chapter 2. Language, Language Pedagogies and Intercultural Communication in Contemporary Higher Education --; Chapter 3. Language in the Academy: The Discourse of Remediation --; Chapter 4. Languaging in the Academy: Language as Dynamic Practice --; Chapter 5. Occidentalist Inscription: The Historical Construction of Contemporary Representations of Language in the Academy --; Chapter 6. Disciplining Language: Rhetorical Values and the Regulation of Academic Writing --; Chapter 7. Power/Knowledge and the Construction of Rhetorical Subjects --; Chapter 8. Subject to Confucian Rhetorical Culture --; Chapter 9. The Power/Knowledge Effects of the Socratic Dialogue --; Chapter 10. Socratic Subjects: The Western Tutor as Midwife --; Chapter 11. Resisting the Tao of Talk: Verbalisation in Intercultural Context --; Chapter 12. The Way of Learning: The Spatial Relations of Learning and Teaching in the Confucian/Taoist Tradition --; Chapter 13. The Discursive Dance of the Intercultural --; Chapter 14. The Critical Rhetoric of Being Critical --; References
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781847693235; 9783111024738; 9783110663136; 9783110606713
• DOI: 10.21832/9781847693235
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Joan Turner.

This book takes a critical look at why issues of language in higher education are routinely marginalised, despite the growing internationalisation of universities. Through analyses of a variety of intercultural encounters, the book highlights the range of interpretative possibilities available for understanding these encounters, and suggests the role that the reality of the contemporary intercultural dynamic between the Socratic and Confucian pedagogic traditions can play in driving change to the pedagogic practices of higher education. Another important aim of the book is to examine language in the academy as an object of cultural theory. While rooted in the practical and empirical reality of teaching and using language in higher education, this book argues for the importance of examining the institutional interface between language and higher education, and of critically exploring the values inscribed in the pedagogy and evaluation of academic language.