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How to become an academic philosopher: Academic discourse as multi-leveled positioning practice [Cómo ser un filósofo académico: el discurso como práctica de posicionamiento en varios niveles]

Angermuller, Johannes (2013). How to become an academic philosopher: Academic discourse as multi-leveled positioning practice [Cómo ser un filósofo académico: el discurso como práctica de posicionamiento en varios niveles]. Sociología Histórica(Number 2) pp. 291–320.

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URL: https://revistas.um.es/sh/article/view/189011
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Abstract

In my contribution, I will present the power-knowledge approach to academic discourse. Drawing from poststructuralist and pragmatic developments in social theory, this model the practical challenge academic researchers have to meet in academic discourse: to secure a place in the social world of researchers. The researchers who participate in academic discourse typically need to straddle two types of positions: on the one hand they need to find their place among the many scientific communities, i.e. in the world of specialised knowledge. On the other hand, they need to be placed in a higher education institution with its status groups, hierarchies and bureaucratic rules, i.e. in the world of institutional power. If researchers want to occupy the most desirable positions in the academic field, they need to succeed in both worlds at the same time. While careers and strategies can differ widely between researchers, researchers engage in academic discourse as an ongoing, publication-based positioning practice in which symbolic positions need to be gradually turned into institutional positions.

En mi artículo, presentaré una aproximación desde el saber-poder al discurso académico. Partiendo de desarrollos pragmáticos y post-estructuralistas en teoría social, este modelo teoriza el reto que los investigadores académicos deben afrontar en el discurso académico: asegurarse un lugar en el mundo social de los investigadores. Los investigadores que participan en el discurso académico generalmente deben combinar dos tipos de posiciones: por un lado, necesitan encontrar su lugar entre las múltiples comunidades científicas, i. e. en el mundo del conocimiento especializado. Por otro, necesitan situarse en una institución de educación superior, con sus grupos de estatus, jerarquías y reglas burocráticas, i. e. en el mundo del poder institucional. Si los investigadores quieren ocupar las posiciones más atractivas del campo académico, deben prosperar en ambos mundos al mismo tiempo. Aunque sus carreras, estrategias y “recetas” pueden ser muy diferentes, todos los investigadores se implican en el discurso académico, entendido como una práctica de posicionamiento continuo basada en publicaciones, en la que las posiciones simbólicas (i. e. como especialista en la Antigüedad tardía) deben transformarse gradualmente en posiciones institucionales (i. e. como catedrático de Historia Antigua).

Item Type: Journal Item
Copyright Holders: 2013 Publications Service, University of Murcia
ISSN: 2255-3851
Keywords: Higher education organisations; scientific communities; speech act theory; academic discourse; construction of academic excellence
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics > Languages
Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS)
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Item ID: 60852
Depositing User: Johannes Angermuller
Date Deposited: 02 May 2019 11:14
Last Modified: 21 Nov 2019 01:55
URI: http://oro.open.ac.uk/id/eprint/60852
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