Abstract

The current quality assurance culture demands the explicit articulation, by means of publication, of what have been hitherto tacit norms and conventions underlying disciplinary genres. The justification is that publication aids student performance and guarantees transparency and accountability. This requirement makes a number of questionable assumptions predicated upon what we will argue is an erroneous epistemology. It is not always possible to articulate in a publishable form a detailed description of disciplinary practices such as assessment. As a result publication cannot achieve its stated goals. There are always elements of our knowledge that cannot be linguistically articulated.