'We do not have a writing culture': exploring the nature of 'academic drift' through a study of lecturer perspectives on student writing in a vocational university. (1st October 2020)

• Record Type: Journal Article
• Authors: Coleman, Lynn; Tuck, Jackie
• Is Part Of: Journal of vocational education & training. Volume 72:Number 4(2020)
• Page Start: 575
• Page End: 594
• Publication Date: 2020-10-01
• Subjects: Vocational university -- academic drift -- student academic writing -- writing pedagogies -- South Africa; Vocational education -- Periodicals; Technical education -- Periodicals; 370.11305
• DOI: 10.1080/13636820.2019.1698645
• Languages: English
• ISSNs: 1363-6820

Abstract

ABSTRACT: Vocational universities are increasingly becoming susceptible to pressures associated with the phenomenon known as 'academic drift'. Yet the specific influence of such pressures is experienced differently at various institutional levels and by different stakeholders in such universities. Exploring lecturers' understanding and perceptions of student academic writing can make visible the ways in which these pressures are realised, for example, in the types of writing given value and writing pedagogies deemed suitable in the context of the vocational university. In this paper, we report on an ethnographically shaped study exploring lecturers' writing pedagogies and perceptions of students as academic writers at a South African vocational university. The study analytically illustrated how wider socio-political, regulatory and ideological framings of these universities were implicated in lecturers' writing practices and pedagogies. The study found that lecturers and students were generally constricted by narrow vocationalist agendas, which reinforced negative conceptions of students as academic writers. Our findings suggest that while the explicit impact of academic drift drivers was minimally felt at the undergraduate diploma level of study in our research site, this appeared to close off the potential for writing to act as a means to facilitate students' epistemic access to their disciplines.