Publication: Cómo ser un filósofo académico. El discurso como práctica de posicionamiento en varios niveles
Authors
Angermuller, Johannes
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Publisher
Murcia : Universidad de Murcia, Departamento de Sociología y Trabajo Social
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DOI
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info:eu-repo/semantics/article
Description
Abstract
En mi artículo, presentaré una aproximación desde el saber-poder al discurso
académico. Partiendo de desarrollos pragmáticos y post-estructuralistas en teoría
social, este modelo teoriza el reto que los investigadores académicos deben
afrontar en el discurso académico: asegurarse un lugar en el mundo social de los
investigadores. Los investigadores que participan en el discurso académico
generalmente deben combinar dos tipos de posiciones: por un lado, necesitan
encontrar su lugar entre las múltiples comunidades científicas, i. e. en el mundo
del conocimiento especializado. Por otro, necesitan situarse en una institución
de educación superior, con sus grupos de estatus, jerarquías y reglas burocráticas,
i. e. en el mundo del poder institucional. Si los investigadores quieren ocupar las
posiciones más atractivas del campo académico, deben prosperar en ambos
mundos al mismo tiempo. Aunque sus carreras, estrategias y “recetas” pueden ser
muy diferentes, todos los investigadores se implican en el discurso académico,
entendido como una práctica de posicionamiento continuo basada en
publicaciones, en la que las posiciones simbólicas (i. e. como especialista en la
Antigüedad tardía) deben transformarse gradualmente en posiciones
institucionales (i. e. como catedrático de Historia Antigua). Empíricamente, mi contribución procede de los primeros resultados de nuestro
grupo de investigación “DISCONEX” en el Centre for Applied Linguistics,
Warwick, y en la École des Hautes Études en Sciences Sociales, París
ABSTRACT In my contribution, I will present the power-knowledge approach to academic discourse. Drawing from poststructuralist and pragmatic developments in social theory, this model the practical challenge academic researchers have to meet in academic discourse: to secure a place in the social world of researchers. The researchers who participate in academic discourse typically need to straddle two types of positions: on the one hand they need to find their place among the many scientific communities, i.e. in the world of specialised knowledge. On the other hand, they need to be placed in a higher education institution with its status groups, hierarchies and bureaucratic rules, i.e. in the world of institutional power. If researchers want to occupy the most desirable positions in the academic field, they need to succeed in both worlds at the same time. While careers, strategies and recipes can differ widely between researchers, researchers engage in academic discourse as an ongoing, publication-based positioning process in which symbolic positions (i.e. as a specialist of late antiquity) need to be gradually turned into institutional positions (i.e. as a Professor of Ancient History). Empirically, my contribution will draw from first results of our DISCONEX research group at CAL, Warwick and EHESS, Paris.
ABSTRACT In my contribution, I will present the power-knowledge approach to academic discourse. Drawing from poststructuralist and pragmatic developments in social theory, this model the practical challenge academic researchers have to meet in academic discourse: to secure a place in the social world of researchers. The researchers who participate in academic discourse typically need to straddle two types of positions: on the one hand they need to find their place among the many scientific communities, i.e. in the world of specialised knowledge. On the other hand, they need to be placed in a higher education institution with its status groups, hierarchies and bureaucratic rules, i.e. in the world of institutional power. If researchers want to occupy the most desirable positions in the academic field, they need to succeed in both worlds at the same time. While careers, strategies and recipes can differ widely between researchers, researchers engage in academic discourse as an ongoing, publication-based positioning process in which symbolic positions (i.e. as a specialist of late antiquity) need to be gradually turned into institutional positions (i.e. as a Professor of Ancient History). Empirically, my contribution will draw from first results of our DISCONEX research group at CAL, Warwick and EHESS, Paris.
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