As academics, we do not only produce and reproduce knowledge; we also produce our citizenship as a social and agonistic space. There are nuances embedded within academic citizenship -- unqualifiable, but compelling in their production and reproduction of power dynamics, bringing into disrepute notions of academic citizenship as a homogenous or…

This commentary to Ha and Kim's article suggests three ways to expand the interpretive functions of framing to explore and support marginalized students' participation in collaboration and learning, based on our comprehensive review of Ha and Kim's and other relevant studies. We argue that framing can be a useful tool for (1) understanding both…

In this interview with Terry A. Osborn, whose work set the stage for the momentum that is currently building around social justice in language education, Dr. Osborn shares his perspective on the past, present, and future of language education.

Using auto-ethnography, I write my story as Mexican international student in the role of pre-service teacher in Australia. I focus on exploring my socio-political status and its relationship to assuming a position to respond to education policies about working with students from Aboriginal and Torres Strait Islander backgrounds, and teaching…

In this essay I reflect on the role of intercultural education in an emerging global crisis. Education systems are characterised by both divergent and convergent impulses. Divergent impulses include tradition, nationalism and religion. Convergent impulses (isomorphism) include science and technology, culture (including the English language),…

Although, in recent years there have been several advances in critical applied linguistics which have attempted to problematize the ideological underpinnings of language practices, there have in parallel been resistances mounted on the part of traditional applied linguistics that adamantly oppose any form of coming to terms with the political and…

Publications about postgraduate studies and the supervision address issues and concerns such as supervisory orientations and strategies, ways to handle postgraduate students, challenging postgraduate education practices, factors related to success in postgraduate studies, the benefits of advanced studies, transition to independent research and…

Knowledge has increasingly become an essential resource in the global economy, hence the capitalist tendency to regard it as a form of capital and as a motor for innovation and profit. Like any other capitalist commodity, conflicts over the ownership and use of various types of knowledge have arisen, thereby calling for legal protection.…

There is a current consensus in the literature and policy documents on postgraduate supervision that positions mentoring as the most effective supervision strategy. Authors suggest that this approach to supervision overcomes some of the problematic, hierarchical aspects embedded in supervision as a pedagogical practice. They portray supervision as…

Two perspectives on higher education's stakeholders and their involvement in the development of knowledge in universities are examined and contrasted: (1) that the "stakeholder" notion of knowledge doesn't allow for critical engagement with knowledge, and (2) that the "stakeholder" view of knowledge acknowledges clear links between knowledge and…

Examines claims that the bodies of knowledge, standards, and methods of inquiry promulgated by the university are undemocratic, representing a hegemony of Western, middle class, male culture. Argues that this view is based on a social construction view of knowledge and points out problems with this view. (SM)

Refutes the theory that students automatically learn to think more openly via a decentered pedagogical transference relation, a relation "supposed" to put the teacher/master, student/slave hierarchy into question. Argues that neither learning nor thinking can be adequately explained by equating language to writing, or text to narrative.…

Analyzes what counts as knowledge in social studies education and the power relations that structure discourse and discursive practices in this field. Argues that knowledge and power interpenetrate and act to produce and reproduce each other. Shows some of the ways this works in social studies education. (CMG)

Examines the relationship of feminist education, feminism, poststructuralist social theory, and postmodernism. Considers epistemology, knowledge and power, and ontology, and asks whether women's studies can be radical within academia. Advocates a learning environment in which teacher and students explore lived reality and engage in critical…

A current movement in qualitative research is a preoccupation with representation of the "other" (Denzin and Lincoln 1994). Feminists, critical theorists and postmodernists have questioned the dominant, legitimized social order and remained sensitive to the multiple issues related to and emanating from power. This paper briefly reviews the…