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Lost in translation? Languages in academic knowledge generation and legitimation
12 March 2020, 12:30 pm–2:00 pm
This event has now been cancelled. We apologise for any inconvenience.
Event Information
Open to
- All
Availability
- Yes
Organiser
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Centre for Global Higher Education
Location
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Nunn HallUCL Institute of Education20 Bedford WayLondonWC1H 0ALUnited Kingdom
English is increasingly perceived as the 'lingua franca' of research. Does it make a difference in which language knowledge is generated?
A shared language can enhance academic research dissemination across the globe. However, there are concerns that the dominance of the lingua franca may have an impoverishing effect on the generation of knowledge in global and in local settings.
Should we be concerned about the role of the lingua franca in the validation and legitimation of academic knowledge? In this seminar, Dr Anna Mazenod will propose a Bourdieusian model for analysing knowledge generation processes and practices in local and global settings.
Based on a comparative study of academic knowledge generation practices in Finland, France and the UK, the presentation draws on sociology of knowledge and research in applied linguistics and language policies.
It presents knowledge generation and legitimisation practices as being underpinned by potentially conflicting conceptualisations of knowledge and language at multiple levels (the individual researcher, the research institution, the national and international context).
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About the Speaker
Dr Anna Mazenod
Postdoctoral Research Fellow at Université Lumière Lyon 2
Dr Anna Mazenod is a Postdoctoral Research Fellow at Université Lumière Lyon 2 in France. Prior to relocating to France, she was a Research Associate on the Best Practice in Grouping Students project at UCL Institute of Education.
Anna holds an Education EdD from the UCL Institute of Education. She has researched education policy and practice in the UK, France and in her native Finland. She has over eight years of education sector practitioner experience prior to her academic career, with particular expertise in vocational education and apprenticeships. She has published widely on grouping practices in secondary schools and higher and vocational education.