Academic writing: contested knowledge in the making?

摘要

Purpose – This paper seeks to consider whether academic writing should be regarded as knowledge in the making and why all such writing should be continuously challenged. Design/methodology/approach – The approach is that of a reflective discussion which considers academic writing in context, knowledge, reflectiveness and helping others to contest academic writing. Findings – The paper concludes with the view that all academic writing and concept-mongering are properly open to rigorous challenge. Research limitations/implications – The paper is limited by its presentation of one writer's stance or point of view. Some may also consider this a strength. Practical implications – Academic developers and those interested in helping train academic writers especially, but not exclusively, at the postgraduate level should find the ideas presented useful sources for further conversations. Originality/value – The main value of the paper is that it summarizes a view of academic writing not as objective or neutral but as personal stance and counter-stance.