Martin, B. (2008). Plagiarism Struggles. Plagiary: Cross‐Disciplinary Studies in Plagiarism, Fabrication, and Falsification, ??. Plagiarism Struggles Brian Martin E‐mail:
[email protected] Abstract Plagiarism can be analysed as struggle between the teacher’s own work. Another example is perpetrators and opponents. The main tactics of when the perpetrator is in a position of au‐ weak perpetrators, such as students, are hiding their thority, such as being head of an organisation. plagiarism and trying to explain it away. Powerful perpetrators can deploy more types of tactics, in- cluding disparaging the target, using official chan- 3. A perpetrator versus an accuser of roughly nels that give an illusion of justice, and making equal power. An example is one academic threats. Two case studies involving allegations of plagiarising from another. plagiarism are used to illustrate tactics used. For selected scenarios, I outline key tactics by the contending parties. In making this analysis, I Introduction set aside the usual question about what should be done about plagiarism. Instead, my focus is on Most writing about plagiarism is about de‐ what people can do and actually do. (A different scribing it, exposing it, deploring it, understand‐ angle on plagiarism tactics is given by Saltmarsh ing it, proposing ways to deal with it and assess‐ (2004), who treats plagiarism itself as a tactic ing its consequences (see, for example, Anderson, used by students to succeed in the education sys‐ 1998; Harris, 2001; Howard, 1999; Mallon, 1989; tem.) Sutherland‐Smith, 2008). Here I look at plagia‐ rism from a different perspective: as a struggle As an initial framework, I look for evidence of between contending parties.