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In this paper, we discuss the tacit agreement to use English as lingua franca in global academia. Our interest is in how Anglocentrism manifests within academic practices - seminars, conferences, and academic publishing - all of which are marked by neoliberal assumptions of mastery, quality, and efficacy. Drawing on autobiographical narratives, social media conversations, and literature, as well as recent discussions on conferencing and peer review practices, we analyse how historically shaped linguistic privilege and linguistic divides continue to be lived at the level of the body, affects and affective atmospheres. Language is not just language, rather, seemingly practical decisions about language always involve the aspects of material labour, time, money, and careers: they shape researcher subjectivities and entire domains of scientific knowledge. However, we also highlight the potentials nested in the emergence of minor language and the deterritorialising forces of humor. Articulating the speculative lines of what if, we propose more care-full academic linguistic practices. [ABSTRACT FROM AUTHOR]

Copyright of Pensamiento Educativo is the property of Pontificia Universidad Catolica de Chile, Facultad de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Kepes is the property of Universidad de Caldas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Colombiana de Sociologia is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Sociologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article reports on the experiences of 104 doctoral candidates who participated in six offerings (2008-2015) of an intensive 5-day course for doctoral candidates associated with the research programme of an international research network. The purpose of the article is to demonstrate how higher education practices, like those of this course, can be understood through the lens of a particular form of practice theory, namely the theory of practice architectures. The analyses show how the practice architectures of the course enable and constrain candidates' academic practices such as presenting and discussing their own research, chairing seminar presentations and being discussants for research papers whose authors are present. The candidates entered some new academic practices in the course but sometimes contested these practices, for example by requesting greater structure in some sessions, perhaps reflecting their expectations that the course would be more similar to other doctoral courses they had attended. Using the lens of the theory of practice architectures, the analyses shows how these new practices were enabled and constrained by specific arrangements built into the design of the course that served both as practice architectures for learning in the course and for the academic practices being learned. [ABSTRACT FROM AUTHOR]

Copyright of Pensamiento Educativo is the property of Pontificia Universidad Catolica de Chile, Facultad de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research assesses the understanding of plagiarism among first year Malaysian university students. The assessment is crucial to chart future directions in promoting good academic practices and academic integrity among the first year university students at the initial stage of their university academic journey. Specifically, the research objectives are to determine the extent of first year students' understanding of plagiarism in identifying plagiarism and non-plagiarism acts. Data collection involved administration of a quantitative survey among first year university students via purposive sampling. The findings present a lack of understanding of fundamental concepts of plagiarism among first year university students. In particular, the first year students displayed ambiguity in distinguishing between plagiarism and non-plagiarism acts. The implications of the findings call for the attention of university management, educators, and students towards the implementation of necessary policy priorities in inculcating and sustaining good academic practices among university students. [ABSTRACT FROM AUTHOR]