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The violence of literature review and the imperative to ask new questions

Tupas, Ruanni; Tarrayo, Veronico N; (2024) The violence of literature review and the imperative to ask new questions. Applied Linguistics Review 10.1515/applirev-2024-0014. (In press). Green open access

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Abstract

Writing the literature review is not a neutral act. In fact, the key central aim of consolidating work in a particular research area is to demonstrate one’s knowledge of this area; that is, one must know the ‘conversations’ concerning the research topic. Literature review becomes violent in the Bourdieusian sense because it imposes particular configurations of privileged knowledge on researchers. Thus, in this paper, we argue that literature review is an enactment of symbolic violence and, in the process, epistemic theft, and central to this practice is the construction of research questions. Literature review, as a site of scholarly conversations, dictates the kinds of questions we ask, thus unwittingly framing our research according to the epistemic demands of past and recent studies. By asking a different set of questions, ‘new’ or different understandings about certain social phenomena may emerge.

Type: Article
Title: The violence of literature review and the imperative to ask new questions
Open access status: An open access version is available from UCL Discovery
DOI: 10.1515/applirev-2024-0014
Publisher version: https://doi.org/10.1515/applirev-2024-0014
Language: English
Additional information: Copyright © 2024 the author(s), published by De Gruyter. This work is licensed under the Creative Commons Attribution 4.0 International License, https://creativecommons.org/licenses/by/4.0/.
Keywords: Literature review; symbolic violence; epistemic theft; world Englishes; Philippine English; politics of citation
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery-pp.ucl.ac.uk/id/eprint/10189137
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