Academic Literacies: Challenging the logic of practice

Widin, J

Academic Literacies: Challenging the logic of practice

Widin, J

Permalink

Publisher:: Palgrave Macmillan
Publication Type:: Chapter
Citation:: Bourdieu’s Field Theory and the Social Sciences, 2018, First, pp. 67-81
Issue Date:: 2018-10-27

Closed Access

	Filename	Description	Size
	19992516_9711397010005671.pdf	Published version	163.93 kB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Widin, J https://orcid.org/0000-0002-8148-6297
dc.contributor.editor	Albright, J
dc.contributor.editor	Hartman, D
dc.contributor.editor	Widin, J https://orcid.org/0000-0002-8148-6297
dc.date.accessioned	2022-12-13T03:59:46Z
dc.date.available	2022-12-13T03:59:46Z
dc.date.issued	2018-10-27
dc.identifier.citation	Bourdieu’s Field Theory and the Social Sciences, 2018, First, pp. 67-81
dc.identifier.isbn	9811053847
dc.identifier.isbn	9789811053849
dc.identifier.uri	http://hdl.handle.net/10453/164353
dc.description.abstract	This chapter focuses on the Australian higher education (HE) field, one which is both dominated and dominating within the broader national and international fields of power , and is itself a contested, uneven space. Here, students struggle to accumulate the necessary capital to secure a legitimate place within the university. When students come to an Australian university from backgrounds where they may be unfamiliar with the university’s cultural content, practices, and assumptions, or be the first to attend university in their extended family, what provisions are made for students to become aware of ‘how things are done here’? This chapter utilises Bourdieu’s field theory to examine academic literacy support practices, processes of acculturation, and perceptions of the scope for change in the logic of practice of the HE field.
dc.format.extent	17
dc.language	en
dc.publisher	Palgrave Macmillan
dc.relation.ispartof	Bourdieu’s Field Theory and the Social Sciences
dc.relation.isbasedon	10.1007/978-981-10-5385-6
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Academic Literacies: Challenging the logic of practice
dc.type	Chapter
utslib.citation.edition	First
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/Adult Learning and Applied Linguistics Program
utslib.copyright.status	closed_access	*
pubs.consider-herdc	true
dc.date.updated	2022-12-13T03:59:45Z
pubs.edition	First
pubs.place-of-publication	Singapore
pubs.publication-status	Published
dc.location	Singapore

Abstract:

This chapter focuses on the Australian higher education (HE) field, one which is both dominated and dominating within the broader national and international fields of power , and is itself a contested, uneven space. Here, students struggle to accumulate the necessary capital to secure a legitimate place within the university. When students come to an Australian university from backgrounds where they may be unfamiliar with the university’s cultural content, practices, and assumptions, or be the first to attend university in their extended family, what provisions are made for students to become aware of ‘how things are done here’? This chapter utilises Bourdieu’s field theory to examine academic literacy support practices, processes of acculturation, and perceptions of the scope for change in the logic of practice of the HE field.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/164353