| 1 |
Science in exile: EAL academic literacies development of established Syrian academics
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Academic socialisation through collaboration: textual interventions in supporting exiled scholars’ academic literacies development
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Interdisciplinary collaborative writing for publication with exiled academics: the nature of relational expertise
|
|
|
|
Abstract:
This paper aims to provide insight and guidance for developing and leading interdisciplinary collaborative writing groups when working with researchers in Centre–Periphery contexts. The participants in this study were exiled Syrian academics domiciled in Turkey working in interdisciplinary project groups with their UK-Turkey-based academic mentors and UK-based workshop leaders. The groups were at the writing for publication stage of the project. In exploring the processes involved in writing in such groups, the study identified a key dimension to successful collaborative writing – that of relational expertise. The study found that authorial identity played a significant role in the process of writing and that relational expertise was evidenced through confidence in knowledge, positive attitudes to others’ knowledge and willingness to negotiate. We argue that explicit articulation of authorial identity and power differences are necessary first steps in establishing interdisciplinary collaborative writing groups in Centre–Periphery contexts.
|
|
Keyword:
LB2300 Higher Education
|
|
URL: https://kar.kent.ac.uk/84219/1/Interdisciplinary_collaborative_writing.docx
https://doi.org/10.1080/03057925.2020.1845953
https://kar.kent.ac.uk/84219/
|
|
BASE
|
|
Hide details
|
|
|
|
|
