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  • Religious faith, despite being a protected characteristic under UK law, is under-studied in higher education. In this article, I answer the call for studies that demonstrate the difference that religious adherence can make to the student experience of higher education instruction and assessment. In my qualitative study, I used ideas from ethnomethodology, FOUCAULT's archaeological work, academic literacies, and the Wittgensteinian perspective of WINCH to characterise the meeting of religious faith and sociological constructionism as a discursive problem occasioned by a born-again Christian student. I show how this discursive problem was described after it had been solved, pragmatically if not academically, in the student's writing. The solution comprised an interdiscursive technique of presenting faith-inspired ideas without pressing them into the service of an argument structure. My analysis of materials demonstrates a series of considerations that would not be relevant to non-religious students. (xsd:string)
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?:dateModified
  • 2022 (xsd:gyear)
?:datePublished
  • 2022 (xsd:gyear)
?:doi
  • 10.17169/fqs-23.3.3891 ()
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  • en (xsd:string)
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?:issn
  • 1438-5627 ()
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  • 3 (xsd:string)
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?:name
  • "In Universities, the Religious People Keep Their Mouths Shut": Solving an Interdiscursive Problem in Higher Education Literacy Practices (xsd:string)
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  • Zeitschriftenartikel (xsd:string)
  • journal_article (en)
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  • GESIS-SSOAR (xsd:string)
  • In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 23, 2022, 3 (xsd:string)
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  • 23 (xsd:string)