Adelaide Graduate Centre publications
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Browsing Adelaide Graduate Centre publications by Author "Cadman, K."
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Item Metadata only Consuming the feminist methodology of memory-work: Unresolved power issues(Association for Consumer Research, 2002) Cadman, K.; Friend, L.; Gannon, S.; Ingleton, C.; Koutroulis, G.; McCormack, C.; Mitchell, P.; Onyx, J.; O'Regan, K.; Rocco, S.; Small, J.; Conference on Gender, marketing and consumer behavior (6th : 2002 : Dublin, Ireland); MacLaran, P.; Tissier-Desbordes, E.Item Metadata only Divine Discourse: Plagiarism, hybridity and epistemological racism.(University of Waikato Press, 2005) Cadman, K.; International Conference on Language, Education & Diversity (1st : 2003 : University of Waikato)Item Metadata only English for academic possibilities: the research proposal as a contested site in postgraduate genre pedagogy(Pergamon, 2002) Cadman, K.The EAP debates of the 1990s have challenged TESOL practitioners in postgraduate research contexts to reconsider the assumptions underpinning their teaching. As coordinator of an Integrated Bridging Program for international research students in a conventional Australian university, I have primarily seen my role as investigating the contextual expectations, as well as the text features, of the target research genres required in my teaching. In pursuing the first of these goals, I surveyed faculty research supervisors, asking them to prioritise the particular features they expected to see in a successful 'research proposal', as this is the compulsory assessment task for each research student's initial probationary period. I also invited them to add personal written comments about their priorities. I then interviewed seven experienced supervisors representing all University faculties about the same issues. The results demonstrated an overwhelming concurrence of criteria for success in the research proposal across the University. Perhaps even more significantly, however, supervisors' personal responses presented in writing and in interview suggested a recurring reading of the proposal not in terms of document features but in terms of the student who wrote it, constructed either as the discoursally instantiated writer/persona, or even as the embodied student as subject. For me, the implications of such assessment practices provoke a reconsideration of genre-oriented pedagogy and strongly support a critical rather than a purely pragmatic EAP in research contexts.Item Metadata only Revisiting quality for international research education: towards an engagement model(Australian Universities Quality Agency, 2005) Cargill, M.; Cadman, K.; Australian Universities Quality Forum (2005 : Sydney, N.S.W.); Carroll, M.Item Metadata only Silent issues for international postgraduate research students: Emotion and agency in academic success(The Australian Association for Research in Education, 2002) Ingleton, C.; Cadman, K.Item Metadata only Speaking for our selves: Teachers challenging issues of identity in English language teaching(Australian Council of T E S O L Associations (A C T A), 2006) Cadman, K.; O'Regan, K.Item Metadata only Towards a 'pedagogy of connection' in critical research education: A REAL story(Pergamon, 2005) Cadman, K.Despite increasing scholarly work on Advanced Academic Literacies (AAL) focussing on course curricula and genre materials, there has been little exploration of the classroom and personal relationships which are daily enacted in pursuit of the global and local aspirations of international research students. In this paper, I present aspects of my lived experience as a teacher of research English as an Additional Language (REAL) by telling a reflexive story of developing a critical pedagogy which privileges “connection” within an Australian AAL context. Prioritising interpersonal relationships over curriculum and content material requires a reassessment of the classroom as a teaching space, as well as of the roles of teachers and students. As this narrative indicates, it is my belief that such a pedagogy not only enhances students' interrogation, and consequent manipulation, of the linguistic structures in which they have investment, but it also goes some way to fulfilling our hopes for AAL teaching as a site for transcultural dialogues and outreaches beyond language education.