This paper provides a Foucauldian-Vygotskian analysis of the pedagogy of academic integrity in the North American post-secondary context. In particular, the issue of‘unintentional plagiarism’ is examined. The main implication of this analysis is that the notion of unintentional plagiarism places students, particularly junior students, in a position of being asked to engage with complicated academic discourses in the absence of any internalized sense of academic integrity. This occurs because the removal of intent from the concept of academic integrity undermines its meaning, and this leads students to believe that they do not have access to the monitoring processes that they need in orderto ensure that their work is properly cited. Several suggestions for improving the pedagogy of academic integrity emerge from this analysis and these are outlined in the paper.

Please see 'Notes' below for any suggested/official citation information added by the author(s) of this work. Otherwise, you can cite the HSS Commons instance of this publication as follows:

• Crook, S., (2025), "A Foucauldian-Vygotskian Analysis of the Pedagogy of Academic Integrity", HSSCommons: (DOI: 10.31468/cjsdwr.771)

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1. Discourse and Writing/Rédactologie

Original publication: Crook, Stephanie. "A Foucauldian-Vygotskian Analysis of the Pedagogy of Academic Integrity." Discourse and Writing/Rédactologie, vol. 29, 2019, pp. 64-80. DOI: 10.31468/cjsdwr.771. This material has been re-published in an unmodified form on the Canadian HSS Commons with the permission of Discourse and Writing/Rédactologie. Copyright © the author(s). Work published in DW/R is licensed under the Creative Commons CC BY-SA license