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MA, RSA DIPLOMA TEFL
School of History, Philosophy and Culture
Faculty of Humanities and Social Sciences
+44 (0)1865 488476
My position is 'Senior Lecturer in Communication, Culture and Language', Department of History, Philosophy and Culture, at Oxford Brookes University.
I have worked at Brookes since 2003, teaching on the undergraduate programme, supervising dissertations, and co-running an online course in Internationalisation of the Curriculum for All. I have also contributed to the PCTHE (Postgraduate Certificate for Teaching in Higher Education) as subject specialist for the internationalised curriculum. I am a founding member of CICIN (Centre for International Curriculum Inquiry and Networking).
Taking as its premise the ethical responsibility of the educator towards diversity, both in students and the materiality of their knowledge production practices, this paper examines four surfaces of emergence of academic writing governmentality. These are characterised as different ‘styles’ of knowledge production: Style 1 (canonic, Western rationalist governmentality); Style 2 (bureaucratic, product-control governmentality); Style 3 (transformative, academic literacy governmentality); and Style 4 (poststructural and deconstructive governmentality). Drawing on Foucault’s genealogical approach (1991a), and a small ‘archive’ of literature and texts that regulate and/or problematise these four knowledge territories, I examine ways these complementary and competing disciplinary technologies orient us and our students differently in the ‘constitution of ourselves as autonomous subjects’ (Foucault 1991a,43), in both our educational and writing practices. The findings of the study are intended to make more explicit the hegemonic rhetorical landscapes, which call us all to order in our everyday practices. They are also used to argue that Style 4 affords small possibilities of keeping power in play within the university’s ‘matrix of calculabilities’ (Ball & Olmedo 2012,103).
Even as an increasing number of universities commit to producing graduates possessing the attributes of ‘a global citizen’, discussions between academics suggest it is common practice to design programme outcomes which include the attribute of global citizenship without advancing discussion as to ways of embedding them in deeper learning. This presents a potential risk of defaulting to ‘empty rhetoric’ when trying to meet institutional agendas relating to graduate attributes. To address this issue, this paper opens up discussion about how to assess global citizenship within and across disciplines by offering an example of a four-step method. To support a further goal of framing global citizenship in contemporary Higher Education Institutions as an object of pedagogic and social theory, emergent findings of a discourse of interculturality in student work are presented. Findings serve to identify the ways in which students articulate the contested concept of interculturality, a key attribute of the ‘global citizen’.
The three research projects below were funded by BSLE (Brookes Student Learning Experience)