Cecile Badenhorst

Bio: Cecile Badenhorst is an academic researcher from Memorial University of Newfoundland. The author has contributed to research in topics: Academic writing & Professional writing. The author has an hindex of 8, co-authored 44 publications receiving 263 citations. Previous affiliations of Cecile Badenhorst include University of the Witwatersrand.

Beyond Deficit: Graduate Student Research-Writing Pedagogies.

Abstract: Graduate writing is receiving increasing attention, particularly in contexts of diverse student bodies and widening access to universities. In many of these contexts, writing is seen as ‘a problem’ in need of fixing. Often, the problem and the solution are perceived as being solely located in notions of deficit in individuals and not in the broader embedded and sometimes invisible discourse practices. An academic literacies approach shifts the focus from the individual to broader social practices. This research project emerged out of an attempt to develop a graduate research-writing pedagogy from an academic literacies perspective. We present a detailed case study of one Masters' student to illustrate the results of a pedagogy that moved beyond notions of deficit and support. We argue that to be successful research writers, students need to (1) become discourse analysts; (2) develop authorial voice and identity; and (3) acquire critical competence.

Academic Publishing: Making the Implicit Explicit

Abstract: For doctoral students, publishing in peer-reviewed journals is a task many face with anxiety and trepidation. The world of publishing, from choosing a journal, negotiating with editors and navigating reviewers’ responses is a bewildering place. Looking in from the outside, it seems that successful and productive academic writers have knowledge that is inaccessible to novice scholars. While there is a growing literature on writing for scholarly publication, many of these publications promote writing and publishing as a straightforward activity that anyone can achieve if they follow the rules. We argue that the specific and situated contexts in which academic writers negotiate publishing practices is more complicated and messy. In this paper, we attempt to make explicit our publishing processes to highlight the complex nature of publishing. We use autoethnographic narratives to provide discussion points and insights into the challenges of publishing peer reviewed articles. One narrative is by a doctoral student at the beginning of her publishing career, who expresses her desires, concerns and anxieties about writing for publication. The other narrative focuses on the publishing practices of a more experienced academic writer. Both are international scholars working in the Canadian context. The purpose of this paper is to explore academic publishing through the juxtaposition of these two narratives to make explicit some of the more implicit processes. Four themes emerge from these narratives. To publish successfully, academic writers need: (1) to be discourse analysts; (2) to have a critical competence; (3) to have writing fluency; and (4) to be emotionally intelligent.

Faculty Writing Groups: A Support for Women Balancing Family and Career on the Academic Tightrope.

Abstract: This qualitative research project explored the experiences of women who juggle the demands of family or parenthood while engaging in academic careers at a faculty of education. The researcher-participants consisted of 11 women; 9 women provided a written narrative, and all women participated in the data analysis. The data consisted of the personal, reflective narratives of 9 women who participated in a faculty writing group. Analysis of narratives uncovered 5 themes common to the researchers and participants in this study: genderspecific experiences surrounding parenting, second-career academics, pressure surrounding academic work, human costs, and commitment to work and family. Implications of the findings are discussed with particular emphasis on how a faculty writing group framed by a relational model of interaction can be used to support untenured faculty who experience difficulty balancing the demands of family and academia.

Citation practices of postgraduate students writing literature reviews

Abstract: Writing a literature review requires highly sophisticated academic literacies. Many postgraduate students find this genre a challenge. While there is a growing awareness of the need for explicit pedagogy to support students writing this genre, many pedagogical interventions fail to move beyond a focus on citations as a stylistic convention or as a way of avoiding plagiarism. What is missing is a pedagogy that relates citing to the more complex, fluid conceptual and ontological practices that are implicit in academic contexts. The purpose of this paper is to explore the citation patterns, complexity and discursive practices in master's students' literature reviews, and to inform pedagogy.

Tribal recreation and recreating tribalism: culture, leisure and social control on South Africa's gold mines, 1940–1950

Abstract: This paper is about the links between culture, leisure and social control on South Africa's gold mines. Based on a series of reports commissioned by the Chamber of Mines in the 1940s, it explores attempts by the industry to retribalise migrant workers using sport and leisure and thus forms one chapter in the broader attempts by the state and capital to shape the culture of Africans in twentieth century South Africa. The paper also makes a contribution to an under‐researched area of inquiry: the relationship between culture, social control and sport in urban South Africa. The first section of this paper sets the scene of recreation on the mines by examining the early efforts of WNLA and a few mines in recreation. The second section explores the emergence of a new phase in the Chamber of Mines’ policy on sport and leisure following the Lansdown Commission and the 1946 strike. In the final section of the paper, a series of reports which were produced in the aftermath of the 1946 strike are considered. Here, ...

Art as experience

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Disciplinary Discourses: Social Interactions in Academic Writing

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A guide to writing the dissertation literature review.

Abstract: Writing a faulty literature review is one of many ways to derail a dissertation. This article summarizes some pivotal information on how to write a high-quality dissertation literature review. It begins with a discussion of the purposes of a review, presents taxonomy of literature reviews, and then discusses the steps in conducting a quantitative or qualitative literature review. The article concludes with a discussion of common mistakes and a framework for the self-evaluation of a literature review.

The Collected Poems

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