A Sense of Audience in Response to Tony Harland

Autor/in	Rowland, Stephen
Titel	A Sense of Audience in Response to Tony Harland
Quelle	In: Teaching in Higher Education, 14 (2009) 5, S.583-585 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
Schlagwörter	Stellungnahme; Higher Education; Audiences; Epistemology; Teachers; Researchers + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Spectator; Zuschauer; Erkenntnistheorie; Lehrer; Lehrerin; Lehrende; Researcher; Forscher
Abstract	Tony Harland's piece raises some challenging issues for "people who study higher education" and, in particular, for those who read and write for "Teaching in Higher Education". He finds himself questioning the identity of this community of readers and writers: their disciplinary origins; their field of enquiry and of the journal itself; the purposes it serves; and its inclusive orientation are all reflected upon. Central to his thinking is his observation that the community of people who study higher education is diverse and that the "field" lacks "epistemological precision". His view seems to be that this is a major source of the problems he identifies. In this article, the author responds to Tony Harland and states that the difficulty here is not just one for those who participate in this journal or who enquire into educational matters. Nor is it confined to communities of academics involved in research. It is also a problem faced by students and those who teach in programmes of study that increasingly cross disciplinary and professional boundaries. When communities (of researchers, readers or students) and the boundaries between them are so fluid, the writer's (or the teacher's) sense of audience is particularly important. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10