Difference between revisions of "PVSmith2022"
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|Author(s)=Paul Vincent Smith; | |Author(s)=Paul Vincent Smith; | ||
| − | |Title= | + | |Title=In Universities, the Religious People Keep Their Mouths Shut: Solving an Interdiscursive Problem in Higher Education Literacy Practices |
|Tag(s)=EMCA; Ethnomethodology; Religion; Foucault; Higher education; Academic literacies; Winch | |Tag(s)=EMCA; Ethnomethodology; Religion; Foucault; Higher education; Academic literacies; Winch | ||
|Key=PVSmith2022 | |Key=PVSmith2022 | ||
Latest revision as of 04:35, 18 November 2022
| PVSmith2022 | |
|---|---|
| BibType | ARTICLE |
| Key | PVSmith2022 |
| Author(s) | Paul Vincent Smith |
| Title | In Universities, the Religious People Keep Their Mouths Shut: Solving an Interdiscursive Problem in Higher Education Literacy Practices |
| Editor(s) | |
| Tag(s) | EMCA, Ethnomethodology, Religion, Foucault, Higher education, Academic literacies, Winch |
| Publisher | |
| Year | 2022 |
| Language | English |
| City | |
| Month | |
| Journal | Forum: Qualitative Sozialforschung / Forum: Qualitative Social Research |
| Volume | 23 |
| Number | 3 |
| Pages | Art. 8 |
| URL | Link |
| DOI | 10.17169/fqs-23.3.3891 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Religious faith, despite being a protected characteristic under UK law, is under-studied in higher education. In this article, I answer the call for studies that demonstrate the difference that religious adherence can make to the student experience of higher education instruction and assessment. In my qualitative study, I used ideas from ethnomethodology, FOUCAULT's archaeological work, academic literacies, and the Wittgensteinian perspective of WINCH to characterise the meeting of religious faith and sociological constructionism as a discursive problem occasioned by a born-again Christian student. I show how this discursive problem was described after it had been solved, pragmatically if not academically, in the student's writing. The solution comprised an interdiscursive technique of presenting faith-inspired ideas without pressing them into the service of an argument structure. My analysis of materials demonstrates a series of considerations that would not be relevant to non-religious students.
Notes
