Local Knowledge When Ranking Journals: Reproductive Effects and Resistant Possibilities

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This article is based on the engagement of a US-based scholar and faculty members in a non-Western university in a mentoring exercise on publishing. It demonstrates how the “list” constructed in a particular academic department in the university for ranking relevant journals for publication has reproductive effects on knowledge construction. The ranking of journals shapes scholarly interactions both inside and outside the academic department, offering limited possibilities for developing local knowledge. A micro-level orientation to publishing is first adopted to bring out how rhetorical and textual choices are influenced by the list of ranked journals. Next, a broad lens perspective is adopted to explore how academic interactions and communication among local scholars are also shaped by such productivity targets to reproduce dominant knowledge. In the final section, the article reports on the way mentoring was reconfigured to identify strategic textual spaces for representing local knowledge within existing publishing conventions. 


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How to Cite
Canagarajah, S. (2014). Local Knowledge When Ranking Journals: Reproductive Effects and Resistant Possibilities. Education Policy Analysis Archives, 22, 28. https://doi.org/10.14507/epaa.v22n28.2014
The Future of Educational Research Journals
Author Biography

Suresh Canagarajah, Pennsylvania State University

Suresh Canagarajah is the Edwin Erle Sparks Professor at Pennsylvania State University. He teaches World Englishes, Second Language Writing, and Postcolonial Studies in the departments of English and Applied Linguistics. He has taught before in the University of Jaffna, Sri Lanka, and the City University of New York. His most recent publication is Translingual Practice: Global Englishes and Cosmopolitan Relations (Routledge, 2013). He was formerly the editor of TESOL Quarterly and President of the American Association of Applied Linguistics.