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Papers by Juliet Henderson

Research paper thumbnail of Breaking the Rules in Research Writing and Dance

Research paper thumbnail of Teaching in Higher Education Styling writing and being styled in university literacy practices

Research paper thumbnail of Post-critical writing praxis as a qualitative researcher

The intention of this paper is to unsettle our habits of scholarly writing and reading, from wit... more The intention of this paper is to unsettle our habits of scholarly writing and reading, from within the grids of intelligibility of Western, rationalist materiality, so as to make visible what we/I no longer often see: the academic writing and publishing constraints that discipline our assemblages of knowledge. Taking poststructuralist articulations of the ‘critical’ and ‘ethical’ as heuristics for developing a praxis of critical deconstructive authoring, where agency is coterminous with, not external to, the event of writing, it puts to work Foucault’s perspective that the subject is a form, not a substance, (Foucault, 1984 Foucault, M. (1984).
Beginning with a brief consideration of the normative mechanisms that govern scholarly writing, it then uses some of the conceptual tools of Foucault, Derrida and Spivak to unfold and vindicate spaces in the grids of governance for reforming the subject.

Keywords: Western, rationalist materiality, writing praxis, qualitative research, deconstructive authoring

Research paper thumbnail of The role (roll) of language – a different take!

Presenting my research through a cake

Research paper thumbnail of Independent learning crossing cultures: learning cultures and shifting meanings

Compare: A Journal of Comparative Education, 2012

This paper contrasts the notion of ‘independent learning’ as perceived by two informant groups at... more This paper contrasts the notion of ‘independent learning’ as perceived by two informant groups at a UK institution of higher education: (1) teachers, educators and providers of education and (2) their students or ‘consumers’ of education. Both informant groups are staff and students studying in a culture different to that of their first education. They are identified in their receiving institution as ‘international’, or have identified themselves as such. The experience of transition into a UK University was explored with both informant groups, through interviews and focus groups, over a cycle of two years. ‘Independent learning’ as rhetoric and practice emerged for both groups as an issue in their transition from familiar to unfamiliar learning culture. Three key insights emerged. Firstly, a mismatch is identified between teacher perceptions and student interpretation of ‘independent learning’ expectations and practice. Secondly, it emerges that student experience of the learning culture is in a state of continuous flux, evolving between first arrival and end of programme through cycles of bafflement and empowerment. Finally, both students and teachers identify a number of strategies for dealing with this experience of ‘transitional’ independence. The paper concludes by recommending a notion of ‘phased scaffolding’ that might inform educational practice and by reflecting on the implications for the educator in revisiting received educational discourse from the perspective of participants negotiating a second learning culture.

Research paper thumbnail of Strategies for critiquing global citizenry: undergraduate research as a possible vehicle. Copy can be downloaded using link below.

Research paper thumbnail of Higher Education Academy (HEA) Report - Teaching global citizenship: A case study in applied linguistics

Research paper thumbnail of Editorial - Internationalised University Curricula and Education for Global Citizenship

Research paper thumbnail of New and not so new horizon: brief encounters between UK undergraduate native speaker and non-native speaker Englishes

This paper explores the apparent contradiction between the valuing and promoting of diverse liter... more This paper explores the apparent contradiction between the valuing and promoting of diverse literacies in most UK HEIs, and the discursive construction of spoken native-speaker English as the medium of good grades and prestige academic knowledge. During group interviews on their experiences of university internationalisation, 38 undergraduate respondents characterise the legitimacy of native-speaker English and non-native-speaker English as used by themselves and their fellow students. The paper concludes by reflecting upon what undergraduates can teach us about the tacit 'nativespeakerness' of our approaches to knowledge construction, and a third space approach to curriculum design.

Research paper thumbnail of “It’s All About Give and Take,” Or Is It? Where, When and How Do Native and Non-Native Uses of English Shape U.K. University Students’ Representations of Each Other and Their Learning Experience?

In this article the author draws on a larger project related to university internationalisation a... more In this article the author draws on a larger project related to university internationalisation as represented by student voices to explore the part native and non-native speaker uses of English, as a marker of identity and legitimacy, play inside and outside formal curriculum delivery. Through the analysis of student voice constructions of difference, ambiguity is identified in response to non-native speakers of English. When discussing assessed and informal group tasks, non-native speakers' communicative English and identities are generally represented as an obstacle to learning and task achievement. Yet removed from such tasks, respect for non-native speakers of English underpinned by empathy for the difficulties they face and admiration for their sociolinguistic prowess come to the fore. Through the reading of student voice data inconsistencies are also identified in university practice, which should be addressed if principles of social justice are to be upheld.

Research paper thumbnail of Independent learning crossing cultures: learning cultures and shifting meanings

Compare: A Journal of Comparative Education, 2012

ABSTRACT This paper contrasts the notion of ‘independent learning’ as perceived by two informant ... more ABSTRACT This paper contrasts the notion of ‘independent learning’ as perceived by two informant groups at a UK institution of higher education: (1) teachers, educators and providers of education and (2) their students or ‘consumers’ of education. Both informant groups are staff and students studying in a culture different to that of their first education. They are identified in their receiving institution as ‘international’, or have identified themselves as such. The experience of transition into a UK University was explored with both informant groups, through interviews and focus groups, over a cycle of two years. ‘Independent learning’ as rhetoric and practice emerged for both groups as an issue in their transition from familiar to unfamiliar learning culture. Three key insights emerged. Firstly, a mismatch is identified between teacher perceptions and student interpretation of ‘independent learning’ expectations and practice. Secondly, it emerges that student experience of the learning culture is in a state of continuous flux, evolving between first arrival and end of programme through cycles of bafflement and empowerment. Finally, both students and teachers identify a number of strategies for dealing with this experience of ‘transitional’ independence. The paper concludes by recommending a notion of ‘phased scaffolding’ that might inform educational practice and by reflecting on the implications for the educator in revisiting received educational discourse from the perspective of participants negotiating a second learning culture.

Conference Presentations by Juliet Henderson

Research paper thumbnail of Who, what and where is the critical discourse analyst - slideshow CADAAD 2016

As we all now know, it is the complex configurations of power/ knowledge that produce critical di... more As we all now know, it is the complex configurations of power/ knowledge that produce critical discourse analysis and its subjects. Subjects constituted by the constantly shifting, fragmented, multiple dynamics internal to the regimes of governmentality in which they are located, and to which there is no outside (Foucault 2008). Foucault’s notion of the self collapses dualistic understandings of an objective subject exterior to cognitive, interior processes of reasoning which can be transferred into the neutral medium of reasoned argument into ever productive techniques of power. Rather, there is no subject or individual “ontologically prior to power” (Ball & Olmedo 2012:87) since we are all caught up in contingencies of the shifting, fragmented historical present in which we are both “a constant beginning and … a constant end” (Ball & Olmedo 2012:87). As such never-completely achieved subjects, we write, and reinvent the disciplines and institutions that precede us, and without whose power relations there would be no subjects to glimpse in their fleeting moments of knowing in the historical present. Yet, despite this knowledge of our nature as subjects of discourse, CDA approaches to textual analysis broadly assume the givenness of the discourses and ideologies expressed in language and map it on to a real world ‘out there’ (St Pierre 2013:651) whose workings as normalising regimes of truth it presupposes can be brought to light through empirical analysis. Such an ontology which “maintains a representational logic” (St Pierre 2013:651) tends by default to insert the centred humanist subject in the position of ‘researcher’, and at ‘a “panoptic remove from their [object] of criticism” (Radhakrishnan 1996:33), thus leaving the work of critical interrogation of representation incomplete. In this paper, I refer to Foucault and other ‘posts’ to locate the critical discourse analyst in his/her/their place in the “immanence of doing” (Lather 2013:635).

References
Ball, S and Olmedo, A. 2012. Care of the self, resistance and subjectivity under neoliberal governmentalities. Critical Studies in Education 54 (1): 85–96.
Foucault, M. 2008. The Birth of Biopolitics: Lectures at the Collège de France, 1978-79, translated from French by Graham Burchell. New York: Palgrave Macmillan.
Lather, P. 2013. Methodology-21: what do we do in the afterward? International Journal of Qualitative Studies in Education 26 (6): 634–645.
Radhakrishnan, R. 1996. Diasporic Meditations. Minneapolis: University of Minnesota Press.

Drafts by Juliet Henderson

Research paper thumbnail of Micro-practices of criticality in academic rhetoric

This paper explores the question of what poststructuralist understandings of the nature of knowle... more This paper explores the question of what poststructuralist understandings of the nature of knowledge and its subjects can bring to our understanding of the ‘critical’ in academic writing practices in the ‘ruins’ of the university and its disciplines (Readings 1996; Jackson & Mazzei 2012). Through a close reading of student writing practices, themselves fundamental to university teaching, learning and assessment processes, it uncovers micro-practices of criticality that go beyond rhetorical notions of the ‘critical’ as dialectic, content, analysis, or generic phrases (Academic Phrasebank). Instead, these constitute a form of dynamic response to the non-determinist tension between macro and meso scripts of legitimate writing which, though tied to the exercise of power in discourses of higher education, simultaneously cut through it. It is argued that such practices are invisible technologies of power that resonate with Foucault’s ‘virtue of critique’ (1978:45). As such, these constitute micro-practices of fleeting resistance to panoptic systems of Western reasoning and assessment criteria.

References
• Academic Phrasebank. Accessed on 9.01.2017 at: http://www.phrasebank.manchester.ac.uk/
• Foucault, M. (1997) What is Critique? In: The Politics of Truth. English Translation. Translated from French by Lysa Hocroth & Catherine Porter. In Dits et Ecrits for original French. Los Angeles: Semiotexte. Accessed on 10.07.2015 at: http://anthropos-lab.net/wp/wp-content/uploads/2011/12/Foucault-Critique.pdf
• Jackson, A.Y. & Mazzei, L.A. (2012) Thinking with Theory in Qualitative Research: Viewing Data across Multiple Perspectives. London; New York: Routledge
• Readings, B. (1996) The University in Ruins. Cambridge; Mass; London: Harvard University Press

Research paper thumbnail of Breaking the Rules in Research Writing and Dance

Research paper thumbnail of Teaching in Higher Education Styling writing and being styled in university literacy practices

Research paper thumbnail of Post-critical writing praxis as a qualitative researcher

The intention of this paper is to unsettle our habits of scholarly writing and reading, from wit... more The intention of this paper is to unsettle our habits of scholarly writing and reading, from within the grids of intelligibility of Western, rationalist materiality, so as to make visible what we/I no longer often see: the academic writing and publishing constraints that discipline our assemblages of knowledge. Taking poststructuralist articulations of the ‘critical’ and ‘ethical’ as heuristics for developing a praxis of critical deconstructive authoring, where agency is coterminous with, not external to, the event of writing, it puts to work Foucault’s perspective that the subject is a form, not a substance, (Foucault, 1984 Foucault, M. (1984).
Beginning with a brief consideration of the normative mechanisms that govern scholarly writing, it then uses some of the conceptual tools of Foucault, Derrida and Spivak to unfold and vindicate spaces in the grids of governance for reforming the subject.

Keywords: Western, rationalist materiality, writing praxis, qualitative research, deconstructive authoring

Research paper thumbnail of The role (roll) of language – a different take!

Presenting my research through a cake

Research paper thumbnail of Independent learning crossing cultures: learning cultures and shifting meanings

Compare: A Journal of Comparative Education, 2012

This paper contrasts the notion of ‘independent learning’ as perceived by two informant groups at... more This paper contrasts the notion of ‘independent learning’ as perceived by two informant groups at a UK institution of higher education: (1) teachers, educators and providers of education and (2) their students or ‘consumers’ of education. Both informant groups are staff and students studying in a culture different to that of their first education. They are identified in their receiving institution as ‘international’, or have identified themselves as such. The experience of transition into a UK University was explored with both informant groups, through interviews and focus groups, over a cycle of two years. ‘Independent learning’ as rhetoric and practice emerged for both groups as an issue in their transition from familiar to unfamiliar learning culture. Three key insights emerged. Firstly, a mismatch is identified between teacher perceptions and student interpretation of ‘independent learning’ expectations and practice. Secondly, it emerges that student experience of the learning culture is in a state of continuous flux, evolving between first arrival and end of programme through cycles of bafflement and empowerment. Finally, both students and teachers identify a number of strategies for dealing with this experience of ‘transitional’ independence. The paper concludes by recommending a notion of ‘phased scaffolding’ that might inform educational practice and by reflecting on the implications for the educator in revisiting received educational discourse from the perspective of participants negotiating a second learning culture.

Research paper thumbnail of Strategies for critiquing global citizenry: undergraduate research as a possible vehicle. Copy can be downloaded using link below.

Research paper thumbnail of Higher Education Academy (HEA) Report - Teaching global citizenship: A case study in applied linguistics

Research paper thumbnail of Editorial - Internationalised University Curricula and Education for Global Citizenship

Research paper thumbnail of New and not so new horizon: brief encounters between UK undergraduate native speaker and non-native speaker Englishes

This paper explores the apparent contradiction between the valuing and promoting of diverse liter... more This paper explores the apparent contradiction between the valuing and promoting of diverse literacies in most UK HEIs, and the discursive construction of spoken native-speaker English as the medium of good grades and prestige academic knowledge. During group interviews on their experiences of university internationalisation, 38 undergraduate respondents characterise the legitimacy of native-speaker English and non-native-speaker English as used by themselves and their fellow students. The paper concludes by reflecting upon what undergraduates can teach us about the tacit 'nativespeakerness' of our approaches to knowledge construction, and a third space approach to curriculum design.

Research paper thumbnail of “It’s All About Give and Take,” Or Is It? Where, When and How Do Native and Non-Native Uses of English Shape U.K. University Students’ Representations of Each Other and Their Learning Experience?

In this article the author draws on a larger project related to university internationalisation a... more In this article the author draws on a larger project related to university internationalisation as represented by student voices to explore the part native and non-native speaker uses of English, as a marker of identity and legitimacy, play inside and outside formal curriculum delivery. Through the analysis of student voice constructions of difference, ambiguity is identified in response to non-native speakers of English. When discussing assessed and informal group tasks, non-native speakers' communicative English and identities are generally represented as an obstacle to learning and task achievement. Yet removed from such tasks, respect for non-native speakers of English underpinned by empathy for the difficulties they face and admiration for their sociolinguistic prowess come to the fore. Through the reading of student voice data inconsistencies are also identified in university practice, which should be addressed if principles of social justice are to be upheld.

Research paper thumbnail of Independent learning crossing cultures: learning cultures and shifting meanings

Compare: A Journal of Comparative Education, 2012

ABSTRACT This paper contrasts the notion of ‘independent learning’ as perceived by two informant ... more ABSTRACT This paper contrasts the notion of ‘independent learning’ as perceived by two informant groups at a UK institution of higher education: (1) teachers, educators and providers of education and (2) their students or ‘consumers’ of education. Both informant groups are staff and students studying in a culture different to that of their first education. They are identified in their receiving institution as ‘international’, or have identified themselves as such. The experience of transition into a UK University was explored with both informant groups, through interviews and focus groups, over a cycle of two years. ‘Independent learning’ as rhetoric and practice emerged for both groups as an issue in their transition from familiar to unfamiliar learning culture. Three key insights emerged. Firstly, a mismatch is identified between teacher perceptions and student interpretation of ‘independent learning’ expectations and practice. Secondly, it emerges that student experience of the learning culture is in a state of continuous flux, evolving between first arrival and end of programme through cycles of bafflement and empowerment. Finally, both students and teachers identify a number of strategies for dealing with this experience of ‘transitional’ independence. The paper concludes by recommending a notion of ‘phased scaffolding’ that might inform educational practice and by reflecting on the implications for the educator in revisiting received educational discourse from the perspective of participants negotiating a second learning culture.

Research paper thumbnail of Who, what and where is the critical discourse analyst - slideshow CADAAD 2016

As we all now know, it is the complex configurations of power/ knowledge that produce critical di... more As we all now know, it is the complex configurations of power/ knowledge that produce critical discourse analysis and its subjects. Subjects constituted by the constantly shifting, fragmented, multiple dynamics internal to the regimes of governmentality in which they are located, and to which there is no outside (Foucault 2008). Foucault’s notion of the self collapses dualistic understandings of an objective subject exterior to cognitive, interior processes of reasoning which can be transferred into the neutral medium of reasoned argument into ever productive techniques of power. Rather, there is no subject or individual “ontologically prior to power” (Ball & Olmedo 2012:87) since we are all caught up in contingencies of the shifting, fragmented historical present in which we are both “a constant beginning and … a constant end” (Ball & Olmedo 2012:87). As such never-completely achieved subjects, we write, and reinvent the disciplines and institutions that precede us, and without whose power relations there would be no subjects to glimpse in their fleeting moments of knowing in the historical present. Yet, despite this knowledge of our nature as subjects of discourse, CDA approaches to textual analysis broadly assume the givenness of the discourses and ideologies expressed in language and map it on to a real world ‘out there’ (St Pierre 2013:651) whose workings as normalising regimes of truth it presupposes can be brought to light through empirical analysis. Such an ontology which “maintains a representational logic” (St Pierre 2013:651) tends by default to insert the centred humanist subject in the position of ‘researcher’, and at ‘a “panoptic remove from their [object] of criticism” (Radhakrishnan 1996:33), thus leaving the work of critical interrogation of representation incomplete. In this paper, I refer to Foucault and other ‘posts’ to locate the critical discourse analyst in his/her/their place in the “immanence of doing” (Lather 2013:635).

References
Ball, S and Olmedo, A. 2012. Care of the self, resistance and subjectivity under neoliberal governmentalities. Critical Studies in Education 54 (1): 85–96.
Foucault, M. 2008. The Birth of Biopolitics: Lectures at the Collège de France, 1978-79, translated from French by Graham Burchell. New York: Palgrave Macmillan.
Lather, P. 2013. Methodology-21: what do we do in the afterward? International Journal of Qualitative Studies in Education 26 (6): 634–645.
Radhakrishnan, R. 1996. Diasporic Meditations. Minneapolis: University of Minnesota Press.

Research paper thumbnail of Micro-practices of criticality in academic rhetoric

This paper explores the question of what poststructuralist understandings of the nature of knowle... more This paper explores the question of what poststructuralist understandings of the nature of knowledge and its subjects can bring to our understanding of the ‘critical’ in academic writing practices in the ‘ruins’ of the university and its disciplines (Readings 1996; Jackson & Mazzei 2012). Through a close reading of student writing practices, themselves fundamental to university teaching, learning and assessment processes, it uncovers micro-practices of criticality that go beyond rhetorical notions of the ‘critical’ as dialectic, content, analysis, or generic phrases (Academic Phrasebank). Instead, these constitute a form of dynamic response to the non-determinist tension between macro and meso scripts of legitimate writing which, though tied to the exercise of power in discourses of higher education, simultaneously cut through it. It is argued that such practices are invisible technologies of power that resonate with Foucault’s ‘virtue of critique’ (1978:45). As such, these constitute micro-practices of fleeting resistance to panoptic systems of Western reasoning and assessment criteria.

References
• Academic Phrasebank. Accessed on 9.01.2017 at: http://www.phrasebank.manchester.ac.uk/
• Foucault, M. (1997) What is Critique? In: The Politics of Truth. English Translation. Translated from French by Lysa Hocroth & Catherine Porter. In Dits et Ecrits for original French. Los Angeles: Semiotexte. Accessed on 10.07.2015 at: http://anthropos-lab.net/wp/wp-content/uploads/2011/12/Foucault-Critique.pdf
• Jackson, A.Y. & Mazzei, L.A. (2012) Thinking with Theory in Qualitative Research: Viewing Data across Multiple Perspectives. London; New York: Routledge
• Readings, B. (1996) The University in Ruins. Cambridge; Mass; London: Harvard University Press