I presented these notes along with a discussion that focused on three different ways I had tried to incorporate Bernstein's concepts into a research design. This discussion became the basis around which I made an argument for why I had selected one of the designs.
10 weeks of 'searching' or trying to capture what I thought my intentions where re: PhD study
Key issues
Curriculum
Academic literacies
I see academic literacies are bringing new insights, more textured understanding of student experiences into curriculum work. This is what inspired my initial appeal to academic literacies
Past year at the OU has expanded my understanding of the full scope (almost) of academic literacies and I've developed a more sophisticated understanding of what the field is about and where I fit in (almost). I've also started to understand it as a perspective and how to distinguish its work – epistemologically, methodologically and contextually
What has been difficult – my dislocation from a place of practice, context to inform the research
This distancing has created a distortion of what I saw as the 'problem' and how I wanted to conceptualise the 'problem'
Thus a distortion of the focus of my research
Within the last week I read two article 'by accident'/serendipitously and this helped to realign my thinking – even bringing me back to reality.
Realisation that I've been fixated on Bernstein
Red herring
The processing of trying to 'fit' Bernstein's theoretical frameworks into a research design was illuminating
Helped redirect my gaze back to my initial interest
What are the implications of literacy practices for access agendas into disciplinary knowledge?
What are the implications of literacy practices for identity in relation to academia and industry/practice
Keywords : Access, academic literacy practice, constructions of knowledge (disciplinary knowledge, recontextualised knowledge, professional knowledge), identity
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