A bourdieusian approach to academic reading: Reflections on a South African teaching experience

• Autores: Hill, Lloyd; Meo, Analía Inés
• Año de publicación: 2015
• Idioma: inglés
• Tipo de recurso: artículo
• Materia: ACADEMIC LITERACY; ACADEMIC READING; HIGHER EDUCATION; LANGUAGE; SOUTH AFRICA
• Institución: Consejo Nacional de Investigaciones Científicas y Técnicas

As in many other parts of the world, ‘academic literacy’ has emerged as both a concern and a contested concept in South African universities. In this article we focus specifically on academic reading, which we argue is a relatively underemphasized aspect of academic literacy. This article is the product of reflections on academic reading during and subsequent to the development and presentation of a postgraduate module presented at Stellenbosch University. It briefly explores the literature on academic literacy; develops the Bourdieusian perspective on academic reading that we used to develop the module; and concludes with a discussion of the module. Our intention was to make ‘reading as social practice’ more visible to students. Bourdieu’s concepts of ‘competence’, ‘habitus’ and ‘field’ set the scene for a discussion of the role of reading in different disciples and more generally within the social sciences and humanities.
Fil: Hill, Lloyd. Universidad de Stellenbosch; Sudáfrica
Fil: Meo, Analía Inés. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Sociales. Instituto de Investigaciones "Gino Germani"; Argentina