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The shift to a neoliberal agenda has, for many academics, intensified the pressure and undermined the pleasure that their work can and does bring. This book contains stories from a range of autoethnographers seeking to challenge traditional academic discourse by providing personal and evocative writings that detail moments of profound transformation and change. The book focuses on the experiences of one academic and the stories that her dialogues with other autoethnographers generated in response to the neoliberal shift in higher education. Chapters use a variety of genres to provide an innovative text that identifies strategies to challenge neoliberal governance. Autoethnography is as a methodology that can be used as form of resistance to this cultural shift by exploring effects on individual academic and personal lives. The stories are necessarily emotional, personal, important. It is hoped that they will promote other ways of navigating higher education that do not align with neoliberalism and instead, offer more holistic and human ways of being an academic. This book highlights the impact of neoliberalism on academics’ freedom to teach and think freely. With 40% of academics in the UK considering other forms of employment, this book will be of interest to existing and future academics who want to survive the new environment and maintain their motivation and passion for academic life.
This open access book reflects on academic life under a neoliberal regime. Through collaborative autoethnographies, the authors share stories about the everyday experiences, dilemmas and conflicts of three academics: the struggle for promotion, teaching’s challenges, the race to publish, confronting bureaucracy and institutional politics, as well as the resulting emotional stress. These stories reveal the impact of neoliberal culture on ideological, economic, social, collegial, and emotional integrity which are integral to academics’ lives today. But along with the challenges, the authors present their vision of hope, and transformation through academic solidarity - and for the silenced voices to be heard, inside academia and beyond it. This is an open access book.
This collection explores how autoethnography is made. Contributors from sociology, education, counselling, the visual arts, textiles, drama, music, and museum curation uncover and reflect on the processes and practices they engage in as they craft their autoethnographic artefacts. Each chapter explores a different material or media, together creating a rich and stimulating set of demonstrations, with the focus firmly on the practical accomplishment of texts/artefacts. Theoretically, this book seeks to rectify the hierarchical separation of art and craft and of intellectual and practical cultural production, by collapsing distinctions between knowing and making. In relation to connections between personal experience and wider social and cultural phenomena, contributors address a variety of topics such as social class, family relationships and intergenerational transmission, loss, longing and grief, the neoliberal university, gender, sexuality, colonialism, race/ism, national identity, digital identities, indigenous ways of knowing/making and how these are ‘storied’, curated and presented to the public, and our relationship with the natural world. Contributors also offer insights into how the ‘crafting space’ is itself one of intellectual inquiry, debate, and reflection. This is a core text for readers from both traditional and practice-based disciplines undertaking qualitative research methods/autoethnographic inquiry courses, as well as community-based practitioners and students. Readers interested in creative practice, practitioner-research and arts-based research in the social sciences and humanities will also benefit from this book.
This book examines how teaching and learning and teacher and student identities are being reframed in higher education by neoliberal policies and practices. It shares how teachers perform teaching and learning duties in relation to prescribed institutional policies and how teachers insert dissonant pedagogies as a critical practice. The book explores narrative pedagogy as a disruptive presence and a space for critique. It interrogates personal/professional experience of educational systems that present educators juggling complexity and meeting competing demands to make learning meaningful for students. Each contribution will act as a counterpoint and provide a synoptic method for comparison. The book re-constructs meaning from the generic narrative of the public face of education, which homogenizes and diminishes collective understandings of teachers and teaching. This book provides a contemporary account of the social realities experienced within the higher education classroom across the globe.
This book offers a contemporary account of what it means to inhabit academia as a privilege, risk, entitlement or a failure. Drawing on international perspectives from a range of academic disciplines, it asks whether feminist spaces can offer freedom or flight from the corporatized and commercialized neoliberal university. How are feminist voices felt, heard, received, silenced, and masked? What is it to be a feminist academic in the neoliberal university? How are expectations, entitlements and burdens felt in inhabiting feminist positions and what of 'bad feeling' or 'unhappiness' amongst feminists? The volume consider these issues from across the career course, including from 'early career' and senior established scholars, as these diverse categories are themselves entangled in academic structures, sentiments and subjectivities; they are solidified in, for example, entry and promotion schemes as well as funding calls, and they ask us to identify in particular stages of 'being' or 'becoming' academic, while arguably denying the possibility of ever arriving. It will be essential reading for students and researchers in the areas of Education, Sociology, and Gender Studies.
This autoethnographic volume gathers a multiplicity of different voices in autoethnographic research from across psychology and mental health disciplines to address topics ranging from selfhood, trauma, emotional understanding, clinical psychology, and the experience of grief. Edited by two leading figures, this volume broadens the concept of psychology beyond its conventional, mainstream academic boundaries and challenges pre-conceived and received notions of what constitutes ‘psychology’ and ‘mental health’. This book collects new autoethnographic writers in psychology and mental health from across as diverse a range of disciplines and, in doing so, makes a strong case for the legitimacy of subjectivity, emotionality and lived experience as epistemic and pedagogic resources. The collection also troubles the related concept of ‘mental health.’ In contemporary times, this is either biomedically over-colonised (welcomed by some but resisted by others), often regarded by lay and professional people alike in terms of an ‘ordered or disordered’ binary (comforting for some but associated with stigma and othering for others), or, at worst, is reduced to a set of hackneyed memes – the stuff of Breakfast television (well-intentioned and undoubtedly reassuring and helpful for some but patronising and naïve for others). Overall, the volume promotes the subjective and lived-experiential voices of its contributors – the hallmark of autoethnographic writing. Autoethnographies in Psychology and Mental Health will be of interest to psychology and mental health students and professionals with an interest in qualitative inquiry as it intersects with autoethnography and mental health.
Writing Philosophical Autoethnography is the result of Alec Grant’s vision of bringing the disciplines of philosophy and autoethnography together. This is the first volume of narrative autoethnographic work in which invited contributing authors were charged with exploring their issues, concerns, and topics about human society, culture, and the material world through an explicitly philosophical lens. Each chapter, while written autoethnographically, showcases sustained engagement with philosophical arguments, ideas, concepts, theories, and corresponding ethical positions. Unlike much other autoethnographic work, within which philosophical ideas often appear to be "grafted on" or supplementary, the philosophical basis of the work in this volume is fundamental to its shifting content, focus, and context. The narratives in this book, from scholars working in a range of disciplines in the humanities and human sciences, function as narrative, conceptual, and analytical exemplars to act as a guide for autoethnographers in their own writing, and suggest future directions for making autoethnography more philosophically rigorous. This book is suitable for students and scholars of autoethnography and qualitative methods in a range of disciplines, including the humanities, social and human sciences, communication studies, and education.
An Autoethnography of Becoming a Qualitative Researcher chronicles Trude Klevan's personal experiences of her doctoral journey, with Alec Grant as an external academic resource and friend, and her subsequent entry into the neoliberal higher education environment. It gives a personal and intimate view of what it's like to become an academic. This book is constructed as an extended dialogue which frequently utilizes email exchanges as data. Firmly grounded in the epistemic resource of friendship, it tells the story of the authors’ symbiotic academic growth around their critical understanding and knowledge of qualitative inquiry and the purposes of such knowledge. The tale told is of the unfolding of a close and mutually beneficial relationship, entangled within sometimes facilitative, sometimes problematic, environmental contexts. It uses these experiences to describe, explore, and critically interrogate some underlying themes of the philosophies, politics, and practices of qualitative inquiry, and of higher education. Disrupting conventional academic norms through their work, friendship, and correspondence, Trude and Alec offer a critical and epistemological view of what it's like to become a qualitative researcher, and how we can do things differently in higher education. This book is suitable for all researchers and students, their supervisors, mentors, and teachers, and academics of qualitative research and autoethnography, and those interested in critiques of higher education.
Career Narratives and Academic Womanhood is a collection of essays in which life writing scholars theorize their early-career, mid-career, and late-career experiences with the documents that shape their professional lives as women: the institutional auto/biography of employment letters, curriculum vitae, tenure portfolios, promotion applications, publication and conference bios, academic website profiles, and other self-authored narratives required by institutions to compete for opportunities and resources. The essays explore the privacy laws, peer review, disciplinary standards, digital media, and other standardizing tools, practices and policies that impact women’s self-construction at pivotal junctures at which they promote themselves in the spaces of academic careers.
Conversations on Creative Process, Methods, Research and Practice provides unique insights into the experiences of eight established creative practitioners who use their creative process in a professional and personal context. Each of them details their creative processes and how being creative has helped them to achieve a fulfilling work/life balance. Interviewees discuss how their creativity has helped them to overcome challenges or difficulties they have faced in their lives including grief, health issues, prejudice, divorce, maternity and creative blocks. This book uses original material – research and interviews – to explore the nature of the creative process from the perspective of understanding the activities, thoughts and feelings that shape an individual artist’s creative practice and how this might inform a wider collective understanding of creativity and how it can help us to live well. The book suggests that individual creative practice is a means of coming to know the self and your place in the world a little better and perhaps a little differently. This innovative book is suitable for students, scholars and practitioners using creative and arts-based research and methods in a wide range of disciplines and subjects including the social sciences, education, creative writing and communication and media studies.