Joan Turner

Living the Changes explores the nature and extent of women's changing realities. The contributors include writers, artists, academics, street kids and social workers, and range in age from nine to seventy-three. Their topics reflect the diversity and complexity of the concerns of contemporary women – birthing and aging, body image, culture, drugs, violence, sexual abuse, prostitution, reproductive technology, and spirituality.

Living the Changes

Lois Emery

We are now fifteen years into the second wave of feminism, and public opinion polls show majority support for all the basic issues raised by the women’s movement. This collection of articles focuses on strategies and directions for the movement that will enable all women to benefit from changing attitudes in the 1980s.

Perspectives on Women in the 1980s

This book takes a critical look at why issues of language in higher education are routinely marginalised, despite the growing internationalisation of universities. Through analyses of a variety of intercultural encounters, the book highlights the range of interpretative possibilities available for understanding these encounters, and suggests the role that the reality of the contemporary intercultural dynamic between the Socratic and Confucian pedagogic traditions can play in driving change to the pedagogic practices of higher education. Another important aim of the book is to examine language in the academy as an object of cultural theory. While rooted in the practical and empirical reality of teaching and using language in higher education, this book argues for the importance of examining the institutional interface between language and higher education, and of critically exploring the values inscribed in the pedagogy and evaluation of academic language.

Cultural Reflexivity and Intercultural Dynamics

Language in the Academy

Carys Jones

Brian Street

This volume aims to raise awareness of the underlying complexities concerning student writing in the universities. The authors address a series of theoretical as well as practical questions regarding the literacies required of students in Higher Education, from the perspective of both students themselves and of their tutors. The research described here intends to move beyond the narrow confines of current policy debates and the quick fix solutions of writing manuals, to explore the epistemological, cultural, historical and theoretical bases of such writing. Issues addressed include the nature of competing epistemologies that underlie the writing process and the varying degrees of explicitness about what academic writing entails; ways of challenging the institutional marginalisation of academic writing as teaching, learning, and research practice; what counts as knowledge and how far it is mediated by the rhetorical conventions of one culture; to what extent the challenging of such rhetorical conventions is itself a crucial epistemological issue. Writing, in this volume, then, is addressed in terms of academic literacy practices involving relations of power, issues of identity and theories of knowledge.

Joan Turner

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