Academic literacy revisited : a space for emerging postgraduate voices
Date
2016
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
AFRICAN SUN MeDIA
Abstract
SUMMARY : Few would challenge the notion that postgraduate studies, particularly at doctoral level, should make a contribution to the body of knowledge. Such contribution is typically the product of several years of academic endeavour characterized by a process of ‘being and becoming’ a scholar (Van Schalkwyk 2014). The doctoral journey has, however, been described as one that is fraught with uncertainty and ambiguity, and that is intricate and multi-facetted (Green 2005; Jazvac‐Martek 2009). In addition, Barnett (2009: 431) has suggested that in today’s complex and unpredictable, technology-driven world we require a “wider form of human being” than ever before. It is in this complex space that the postgraduate academic project is situated, requiring the construction of a meaningful, intellectual work such that the graduate is able to take a stand and make her voice heard. Aligned to this thinking is the tacit assumption that engagement in postgraduate studies will facilitate the acquisition of academic literacy and entry into the disciplinary discourse or community of practice within which the academic work has been undertaken. In so doing, the graduate will become recognized as a scholar in the field.
Description
The original publication is available from AFRICAN SUN MeDIA, Stellenbosch: South Africa.
CITATION: Van Schalkwyk, S. 2016. Academic literacy revisited: a space for emerging postgraduate voices?, in L. Frick, V. Trafford & M. Fourie-Malherbe (eds). Being Scholarly: Festschrift in honour of the work of Eli M Bitzer. Stellenbosch: SUN MeDIA. 145-153. doi:10.18820/9781928314219/14.
CITATION: Van Schalkwyk, S. 2016. Academic literacy revisited: a space for emerging postgraduate voices?, in L. Frick, V. Trafford & M. Fourie-Malherbe (eds). Being Scholarly: Festschrift in honour of the work of Eli M Bitzer. Stellenbosch: SUN MeDIA. 145-153. doi:10.18820/9781928314219/14.
Keywords
Medicine -- Study and teaching (Higher), Medicine -- Study and teaching (Continuing education), Academic writing
Citation
Van Schalkwyk, S. 2016. Academic literacy revisited: a space for emerging postgraduate voices?, in L. Frick, V. Trafford & M. Fourie-Malherbe (eds). Being Scholarly: Festschrift in honour of the work of Eli M Bitzer. Stellenbosch: SUN MeDIA. 145-153. doi:10.18820/9781928314219/14.