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Truth Games/Truth Claims : Resisting Institutional Notions Of Las As Remediation, Jeannette Stirling, Alisa Percy
Truth Games/Truth Claims : Resisting Institutional Notions Of Las As Remediation, Jeannette Stirling, Alisa Percy
Jeannette Stirling
Michel Foucault argues that the technologies of identity – whether professional or institutional – rely on what he calls ‘games of truth’. He argues that these truth games comprise ‘an ensemble of rules for the production of truth . . . which can be considered in function of its principles and its rules of procedure as valid or not’ (cited in Gauthier, 1988, p. 15). Moreover, we can only become subjects by ‘subjecting’ ourselves to selected truth games because there is neither selfhood nor truth outside of these games. For Foucault, the subject’s power in this process is to decide …
Representation For (Re)Invention, Alisa Percy, Jeannette Stirling
Representation For (Re)Invention, Alisa Percy, Jeannette Stirling
Jeannette Stirling
In her plenary address to the 2001 Australian Language and Academic Skills Conference, Carolyn Webb (2002, p. 7) suggested that in comparison to other educational developers in the university context, Language and Academic Skills (LAS) practitioners had been less strategic in addressing their identity and practice ‘to secure their place in the landscape of university work, [and] to reinvent themselves for securing future places’. She concluded with the suggestion that LAS practitioners might wish to see themselves as ‘facilitators of organisational learning’ (Webb, 2002, p. 17). Both of these points will be addressed in the following discussion. This paper argues …
Weaving The Academic And Social: Working In Higher Education On Rural And Remote Australian Campuses, Jeannette Stirling, Celeste Rossetto
Weaving The Academic And Social: Working In Higher Education On Rural And Remote Australian Campuses, Jeannette Stirling, Celeste Rossetto
Jeannette Stirling
Our paper examines the complexities of providing academic learning support for students studying at small rural and regional Australian university campuses. As educators who live and work in regional campus communities, we have come to understand that the academic advice provided on campus has the potential to resonate through the social, and vice versa. We argue that, despite these complexities, this weaving of the social and academic can result in a teaching process more akin to a co-production of knowledge rather than the traditional didactic models of teaching employed at larger campuses where, in this type of populous environment, the …