My tongue on your theory: the bittersweet reminder of every-thing unnameable

ABSTRACT

Across research in UK Higher Education, the most immanent demands for quality have taken the shape of the Research Assessment Exercise and the Research Excellence Framework (REF). The theorist, Martin, is cautious of the relationship academics have engendered with the process of the REF, asking are we actually creating a Frankenstein monster, becoming complicit in generating quality thresholds and standards that will become our own tormentors? I am taken by the idea of the monster when pursuing alternative discourses of childhood in educational research – fear of its potential to torment seduces me with the promise of dis-order, de-formity, chaos and mutation. The aim of this paper is to resist a fixed, knowable form of ‘quality’ (in) research, moving between the idea of ‘monster’ and the formlessness of ‘monstrosity’ to oppose the epistemological, ontological and ethical paradigms of reason.     

仙人山的愈伤组织的诱导

仙人掌科植物仙人山，其茎段切面通过在MS+6-BA0.5mg/l+2.4-D2mg/l+NAA0．1mg/l琼脂培养基中的组织培养，诱导出愈伤组织．本文将对其予以介绍．     

魏晋南北朝志怪小说中有关疾病的动词

魏晋南北朝志怪小说中使用了许多与疾病有关的动词，如疾、病、得、患、感、生等，这些动词进入语义场的方式不一样，在使用上也各有特点，其中“得”、“感”、“生”在一般情况下需要语义特征标记来显示语义，而“病”、“患”等则可要可不要，十分灵活。分析它们的发展演变，可以总结出汉语词汇发展的一些规律。     

Being chimaera: a monstrous identity for SoTL academics

Lurking on the fringes of university culture are academic identities that do not fit into the usual disciplinary communities. Aiming to explore the experience of ‘being academic’ when not linked directly to a discipline, this paper examines the stories of a diverse group of SoTL scholars who work in a centralised multi-campus academic skills support centre in an Australian university. Framed as group auto-ethnography, the paper inquires into the everyday experience of these academics through narrative analysis of multiple first-person accounts and makes apparent the monstrousness of de-affiliated academic identities. Despite diverse disciplinary backgrounds, the author-participants found that they now shared a tripartite academic identity formed through the negotiation of three roles: the teacher, the disciplinarian, and the educational researcher. Using the chimaera, a mythical three-headed monster as an organising metaphor, this paper aims to provide agency and visibility for often under-represented and unacknowledged academic identities.