LEADER 06074nam 22006375 450 001 9911035048903321 005 20251027120421.0 010 $a9783032012104$b(electronic bk.) 010 $z9783032012098 024 7 $a10.1007/978-3-032-01210-4 035 $a(MiAaPQ)EBC32378338 035 $a(Au-PeEL)EBL32378338 035 $a(CKB)41801717000041 035 $a(DE-He213)978-3-032-01210-4 035 $a(EXLCZ)9941801717000041 100 $a20251027d2025 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aExploring Academic Writing as Social Practice $eInstitutional Goals, Complexities and Possibilities in Central Asia /$fedited by Michelle Bedeker, Tsediso Michael Makoelle, Syed Abdul Manan 205 $a1st ed. 2025. 210 1$aCham :$cSpringer Nature Switzerland :$cImprint: Palgrave Macmillan,$d2025. 215 $a1 online resource (325 pages) 225 1 $aSocial Sciences Series 311 08$aPrint version: Bedeker, Michelle Exploring Academic Writing As Social Practice Cham : Palgrave Macmillan,c2025 9783032012098 327 $aChapter 1 The Academic Literacies Approach for Diversity Academic Writing as a Social Practice in Higher Education in Central Asia -- Chapter 2 Embedding a culture and pedagogy of social practices in a University Learning and Teaching Centre Policy, connection and professional learning -- Chapter 3 Designing English Academic Writing Support A Social Practices Framework -- Chapter 4 A Social Practices Lens to Explore an Academic Foundation Programme in Kazakhstan -- Chapter 5 Faculty Academic Writing Views and Practices Why do we need a Social Practice Lens in Kazakhstan.-Chapter 6 I steal time from my courses to teach academic writing A social practices view of academic writing at two universities in Kazakhstan -- Chapter 7 Navigating Ambiguity to Achieve Clarity Complexities in Providing Thesis Writing Support from the Perspectives of Two Academic English Instructors -- Chapter 8 Leveraging the Triadic Componential Framework for Academic Writing Task Design A Social Practice Lens -- Chapter 9 I have shaped my own path to follow A Social Practices View to Scaffolding Graduate Students Scholarly Voice and Identities in Academic Writing -- Chapter 10 I only encountered academic writing when I prepared for my IELTS exam A Social Practice View of Graduate Students Navigation of Academic Writing -- Chapter 11 EMI and students academic writing challenges A Social Practice View to support policy and practice -- Chapter 12 Exploring the Role of ChatGPT in Foundation Year Students Academic Literacy Practices -- Chapter 13 AI and the Emergence of New Academic Writing Literacies Graduate Student Perspectives on Its Affordances and Challenges -- Chapter 14 Academic Writing as Social Practice in Central Asia then, now and way forward. 330 $aThis book poses a provocative question: what happens when academic writing is imported not just as a skill set, but as an ideology, one that dictates whose knowledge counts, which languages belong, and how scholarly voice should sound? Focusing on English-medium instruction (EMI) universities in Central Asia, the book reimagines academic writing as a social practice rooted in power, identity, and institutional histories. Across chapters, contributors examine how students and educators negotiate imported norms, develop scholarly voice, and contest epistemic hierarchies through feedback, supervision, and writing groups. Rather than adopting global prescriptions, the book foregrounds local pedagogies, culturally embedded challenges, and creative responses to writing in EMI university contexts. As one of the first regionally grounded academic literacies volumes in Central Asia, this book offers essential insights for scholars of writing development, decolonial education, and the politics of knowledge production in global higher education reform. Michelle Bedeker is Head of Education at New Uzbekistan University. She holds a PhD in Language and Literacy Studies. Her research critically explores multilingual education and pedagogy using postcolonial and interdisciplinary frameworks, with a focus on equity, multilingualism, and critical engagement with global education reforms in the Central Asian context. Tsediso Makoelle is the Dean of Education at the University of Fort Hare, South Africa. He holds a PhD in Inclusive Education (Manchester, UK) and a DEd in Educational Leadership (South Africa). As a Nelson Mandela Scholar, he has made significant contributions to educational inclusion, leadership, and higher education reform. Syed Abdul Manan heads the Research Ethics Department at the Graduate School of Education, Nazarbayev University, Kazakhstan. His research, teaching, and supervision interests include language education policy and planning, EMI, multilingual practices, World Englishes, and language policy issues concerning the politics, economics, and sociology of language, as well as linguistic rights and social justice. . 410 0$aSocial Sciences Series 606 $aApplied linguistics 606 $aPenmanship 606 $aLanguage and languages$xStudy and teaching 606 $aEducation, Higher 606 $aApplied Linguistics 606 $aWriting Skills 606 $aLanguage Education 606 $aHigher Education 615 0$aApplied linguistics. 615 0$aPenmanship. 615 0$aLanguage and languages$xStudy and teaching. 615 0$aEducation, Higher. 615 14$aApplied Linguistics. 615 24$aWriting Skills. 615 24$aLanguage Education. 615 24$aHigher Education. 676 $a808.02 700 $aBedeker$b Michelle$01854521 701 $aMakoelle$b Tsediso Michael$01109863 701 $aManan$b Syed Abdul$01854522 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 912 $a9911035048903321 996 $aExploring Academic Writing as Social Practice$94451875 997 $aUNINA