Academic writing: contested knowledge in the making?

Purpose This paper seeks to consider whether academic writing should be regarded as knowledge in the making and why all such writing should be continuously challenged. Design/methodology/approach The approach is that of a reflective discussion which considers academic writing in context, knowledge, reflectiveness and helping others to contest academic writing. Findings The paper concludes with the view that all academic writing and concept‐mongering are properly open to rigorous challenge. Research limitations/implications The paper is limited by its presentation of one writer's stance or point of view. Some may also consider this a strength. Practical implications Academic developers and those interested in helping train academic writers especially, but not exclusively, at the postgraduate level should find the ideas presented useful sources for further conversations. Originality/value The main value of the paper is that it summarizes a view of academic writing not as objective or neutral but as personal stance and counter‐stance.