Academic writing: contested knowledge in the making?

Abstract

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.

Citation

Badley, G. (2009), "Academic writing: contested knowledge in the making?", Quality Assurance in Education, Vol. 17 No. 2, pp. 104-117. https://doi.org/10.1108/09684880910951345