Bodies of Knowledge and Doctoral Identities

Autor/in	Bartlett, Alison
Titel	Bodies of Knowledge and Doctoral Identities
Quelle	In: Innovations in Education and Teaching International, 48 (2011) 4, S.421-426 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2011.617094
Schlagwörter	Stellungnahme; Writing for Publication; Educational Innovation; Foreign Countries; Films; Film Study; Popular Culture; Doctoral Programs; Cultural Context; Cultural Differences; Indigenous Populations; Professional Identity; Scholarship; Documentaries; Australia; New Zealand; United States + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Ausland; Film; Filmkurs; Popkultur; Doktorandenprogramm; Kultureller Unterschied; Sinti und Roma; Scholarships; Stipendium; Documentary film; Documentary films; Dokumentarfilm; Australien; Neuseeland; USA
Abstract	In this article, the author comments on the articles in this special issue of "Innovations in Education and Teaching International (IETI)." The author recently saw a documentary called "Reel Injun: The Hollywood Indian" about the way American Indians are represented in Hollywood films. Watching this documentary amidst reading the papers for this volume identified for her the utilitarianism of fantasy in creating stereotypes, counter-balanced by the constant desire to find patterns and make generalisations by identifying oneself into groupings like race and nationality. And yet, without those clumsy groupings--of American Indians, Taiwanese, engineers, postgraduates--there is no way to reflect on experience, and for it to inform policy and practice. The papers in this volume all to some extent grapple with this meta-fiction that race is a grouping of people who are both heterogenous and yet share particular cultural histories or practices. The final scenes of "Reel Injun" attest to the importance and creative power of self-representation, and cite the emergence of films indigenously produced in the 1990s in the US, New Zealand/Aotearoa and Australia. It doesn't seem coincidental that these are the three locations from which papers in this issue are written, but it does raise for the author questions about who is writing them. The author contends that like cinema, academic knowledge has its own representational regimes. Writing for publication requires conforming to hegemonic forms that evoke authority through a range of discursive manoeuvres: active language, decisive statements, complex sentences and big words; through status, and citation, and reputation; and through remaining distant, objective, omniscient. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10