Suchergebnisse

"This collection brings together perspectives from early-career LGBTQ+ scholars as they navigate the scholarly publishing landscape, highlighting their experiences and challenges toward providing greater representation within the academic community and existing scholarship. The volume reflects on the ways in which scholarly output is intricately linked with scholarly identity and the challenges LGBTQ+ scholars face when their scholarly and gender and sexual identities can often seem to be in conflict. The book showcases perspectives from doctoral students and early-career scholars from around the world working across different disciplines, supported by case studies, autoethnographic narratives, and discourse analysis, to explore key issues facing those who identify as LGBTQ+ or who wish to research and publish on topics relating to gender and sexual identity. These include negotiating positionality, the role of writing styles in identity construction for queer scholars, the ways in which publishing gatekeepers perpetuate heteronormativity, and the part support networks play for researchers. The book gives voice to a wider range of scholars toward creating a more inclusive publishing environment and will be of interest to students and researchers who identify as LGBTQ+ and those working in such fields as applied linguistics, English for academic purposes, queer theory, and gender studies"--

This paper reports on the first phase of an ESRC-funded research project aimed at exploring how knowledge is produced and distributed through the writing practices of academics, and how these are shaped by the contemporary context of higher education, including managerialism, and research assessment. As part of the Research Excellence Framework (REF) and to secure funding from research councils, academics are expected to demonstrate that their work has economic or social impact beyond academia. This 'impact agenda' is one of the ways in which scholarly research may engage with the notion of social justice. However, impact may be more complex in nature than is accounted for in research assessment exercises, and may be interpreted in different ways across different disciplines, with some lending themselves to social justice more readily than others. The data presented in this paper draws on interviews with academics at three different universities and in three disciplinary areas: Mathematics, History and Marketing. We discuss how they interpret policies requiring them to demonstrate economic and social impact, and how this interacts with their views on the wider role of academics in society. The findings of the project indicate that there is no unified notion of social justice across the disciplines, and that understandings of this concept, including how easily it can be achieved and the extent to which it is prioritised by the institution, influence the choices academics make in their writing practices. For example, although many of our participants talked about the importance of making their research accessible or "making a difference", the perceived beneficiaries of this included commercial companies and government agencies. Some interpreted impact in terms of financial transparency, seeing this as a form of social justice towards students or taxpayers. Academic discipline emerged as a complicating factor in understandings of serving society, with impact being seen as more difficult to achieve in some ...