Abstract
Herrando-Rodrigo offers a self-reflective and auto-ethnographic account of her identities development as a language teacher at a secondary school and part-time lecturer at the Spanish University of Zaragoza in her early scholarly publication trajectory. Through the lenses of Legitimate Peripheral Participation and Identity, the chapter draws attention to the crucial role of participation in different communities of practice in Spain and England. The analysis of her identity negotiation with colleagues, mentors and reviewers, together with her publishing experiences experienced, reveals that her dynamic multiple identities have fed into each other crafting what today deserves to be heard as an audible voice of her own. The chapter also highlights how an auto-ethnographic account may trigger a profound change in our self-perception which may also promote cultural change.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Burgess, S. (2017). A life-history of humanities scholars’ responses to research publications policies in Spain. In M. Cargill & S. Burgess (Eds.), Publishing research in English as an additional language: practices, pathways and potentials. Adelaide University Press. https://doi.org/10.20851/english-pathways.
Canagarajah, S. (1996). “Nondiscursive” requirements in academic publishing, material resources of periphery scholars, and the politics of knowledge production. Written Communication, 13, 435–472.
Chang, H. (2008). Autoethnography as method. Left Coast Press.
Curry, M. J., & Lillis, T. (2014). Strategies and tactics in academic knowledge production by multilingual scholars. Education Policy Analysis Archives, 22(32), 1–24. https://doi.org/10.14507/epaa.v22n32.2014.
Ellis, C., Adams, T., & Bochner, A. (2011). Autoethnography: An overview. Historical Social Research, 36(4), 273–290.
Fairclough, N. (2003). Analysing discourse: Textual analysis for social research. Routledge.
Flowerdew, J. (2020). Perspectives: English for research and publications purposes. A personal view. Journal of English for Research and Publication Purposes, 1(2), 170–183. https://doi.org/10.1075/jerpp.20013.flo.
Goffman, E. (1969). Strategic interaction. University of Pennsylvania Press.
Goodall, B. H. L. (2006). The need to know: The clandestine history of a CIA family. Left Coast Press.
Ivanič, R. (1998). Writing and identity: The discoursal construction of identity in academic writing. John Benjamins.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Lillis, T. M., & Curry, M. J. (2006). Reframing notions of competence in scholarly writing: From individual to networked activity. Revista Canaria de Estudios Ingleses, 53, 63–78.
Lillis, T. M., & Curry, M. J. (2010). Academic writing in a global context: The politics and practices of publishing in English. Routledge.
Pelias, R. J. (2007). Jarheads, girly men, and the pleasures of violence. Qualitative Inquiry, 13(7), 945–959.
Poulos, C. N. (2008). Accidental ethnography: An inquiry into family secrecy. Left Coast Press.
Swales, J., & Freak, K. (1994). Academic writing for graduate students: A course for nonnative speakers of English. University of Michigan Press.
Takouda, C., & Koutsogiannis, D. (2020). Identities under negotiation in a second language academic literacies course. In E. Skourtou, V. Kourtis-Kazoullis, T. Aravossitas, & P. P. Trifonas (Eds.), Language diversity in Greece. Springer International.
Acknowledgements
Since most of my scholarly publication trajectory has been supported by several national and local research projects, I would like to show my gratitude to the Principal Investigators; Dra. Ana Hornero (Swift-H46), Dr. Ignacio Vázquez (InterLAE-H21, FFI2012-32719 and H16_17R), Dr. Pablo León, Dr. Francisco Escribano and Dr. Lorenzo Delgado (CUD-2014-09 and UZCUD-2016-HUM-01) and Dra. Rosa Lorés (FFI2017-84205-R and H16_17R) for having invited me to collaborate on their research projects funded by the Spanish Ministerio de Economía y Competitividad, the Gobierno de Aragón, the University of Zaragoza and Centro Universitario de la Defensa (Spain).
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Herrando-Rodrigo, I. (2021). A Question of Balance: The Scholarly Publication Trajectory of a Dual Profile Language Professional. In: Habibie, P., Burgess, S. (eds) Scholarly Publication Trajectories of Early-career Scholars. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-85784-4_13
Download citation
DOI: https://doi.org/10.1007/978-3-030-85784-4_13
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-85783-7
Online ISBN: 978-3-030-85784-4
eBook Packages: Social SciencesSocial Sciences (R0)