The Province of Sophists: An Argument for Academic Homelessness

Harlow, Rachel Martin

doi:10.1080/10572252.2010.481530

Cited by 15 publications

(25 citation statements)

References 28 publications

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“…These multiple interests in teaching, practice, and research are inherent to an interdisciplinary field such as ours, and as Harlow (2010) argues, our homelessness and mediation abilities may be our greatest disciplinary strengths. Growing attention and respect for empirical pedagogical scholarship through SoTL presents professional communication teacher-scholars with excellent opportunities via new research agendas within and across our organizations and more support for our arguments for disciplinary respect.…”

Section: Parallel Challenges and A Search For "Home"mentioning

confidence: 99%

“…Part of the tension felt across professional communication as a discipline comes from a seeming lack of a natural academic home for our interdisciplinary programs and classes. Harlow (2010) points to the "assumption that in academe, homelessness indicates disciplinary weakness and lack of institutional value" (p. 319). ABC members report being housed in English departments and business schools, as well as communication schools to a lesser extent, and those in business schools report being housed in departments such as business education and management (Cyphert, 2009).…”

Section: Parallel Challenges and A Search For "Home"mentioning

confidence: 99%

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Back to Our Roots

Pope-Ruark

2012

Business Communication Quarterly

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This article argues for a scholarly research agenda in the Scholarship of Teaching and Learning (SoTL) for the broad discipline of professional communication by distinguishing SoTL from other types of teacher-scholar practice, including anecdotal publications, action research, traditional educational research, and scholarly teaching. Doing so carefully positions SoTL as an extension of the pedagogical roots of business and technical communication and as a way to reinforce our teaching fortes, unite the fields within the discipline via research, and strengthen arguments for disciplinarity and academic respect.

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Section: Parallel Challenges and A Search For "Home"mentioning

confidence: 99%

Section: Parallel Challenges and A Search For "Home"mentioning

confidence: 99%

Back to Our Roots

Pope-Ruark

2012

Business Communication Quarterly

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“…As TPCs broaden their response to the field’s calls for conducting interdisciplinary research, new implications about TPCs’ professional status emerge. Prior research has documented the impact of various factors on the achievement of professional status (Kynell-Hunt & Savage, 2003, 2004) such as the challenges TPCs face when demonstrating their value to organizational work (Johnson-Eilola, 1996; Mead, 1998; Redish, 1995), the assumedly support nature of TPCs’ work (Paretti, McNair, & Holloway-Attaway, 2007; Zachry et al., 2001), the location or placement of a program’s disciplinary home (Maylath, Grabill, Gurak, 2010; Yeats & Thompson, 2010) or even lack thereof (Harlow, 2010), and the variety and inconsistency of names used to identify TPCs and their work (Johnson-Eilola, 1996; Moore & Kreth, 2005; Slack, Miller, & Doak, 1993). These issues persist today, but when assessed in the context of interdisciplinary research, the quality of those issues undergoes a temporal and agential shift.…”

Section: Indirectly Speaking To the Challenge(s) Of Access In Interdimentioning

confidence: 99%

Cultivating Conditions for Access

Hannah

Arreguin

2017

Journal of Technical Writing and Communication

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Gaining access to interdisciplinary research sites poses unique research challenges to technical and professional communication scholars and practitioners. Drawing on applied experiences in externally funded interdisciplinary research projects and scholarship about interdisciplinary research, this article describes a training protocol for preparing graduate students to understand the dynamic nature of access in interdisciplinary work as well as to develop a capacity for making a case about the value of their expertise in interdisciplinary research contexts. The authors situate the training protocol in the context of three distinct phases of case-making (individual, relational, and speculative) and note how the conditions for negotiating access vary within and across these phases. The authors conclude by describing implications to graduate students and faculty for theorizing access in this way and developing training to support graduate students’ negotiation of access in interdisciplinary work.

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“…Many scholars have recognized technical communication’s long history of grappling with the visibility of its work and its value to other fields and professions (Bekins & Williams, 2006; Diehl, Grabill, & Hart-Davidson, 2008; Harlow, 2010; Hart & Conklin, 2006; Hart-Davidson, 2001; Sullivan, Martin, & Anderson, 2003). As M. Ann Brady and Joanna Schreiber (2013) describe, technical communication’s relative invisibility in the workplace has been “an obstacle for status and success for many years” (p. 344).…”

Section: Visibility and Its Problemsmentioning

confidence: 99%