Power, Pedagogy and the Personal: Feminist Ethics in Facilitating a Doctoral Writing Group

Autor/inn/en	Danvers, Emily; Hinton-Smith, Tamsin; Webb, Rebecca
Titel	Power, Pedagogy and the Personal: Feminist Ethics in Facilitating a Doctoral Writing Group
Quelle	In: Teaching in Higher Education, 24 (2019) 1, S.32-46 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Danvers, Emily)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2018.1456423
Schlagwörter	Power Structure; Feminism; Doctoral Programs; Writing (Composition); Graduate Students; Self Concept; Cooperation; Doctoral Dissertations; Reader Text Relationship; Teaching Methods; Academic Discourse; College Faculty; Teacher Attitudes; Foreign Countries; Workshops; Writing Instruction; Political Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Feminismus; Doktorandenprogramm; Schreibübung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Selbstkonzept; Co-operation; Kooperation; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Teaching method; Lehrmethode; Unterrichtsmethode; Discourse; Diskurs; Fakultät; Lehrerverhalten; Ausland; Lernwerkstatt; Schulung; Schreibunterricht; Political attitude; Politische Einstellung; Großbritannien
Abstract	The paper explores questions of power arising from feminist facilitators running a doctoral writing group at a UK university. Butler's [2014. Re-thinking Vulnerability and Resistance. [Online]. Accessed September 12, 2017. http://www.institutofranklin.net/sites/default/files/files/Rethinking%20Vulnerability%20and%20Resistance%20Judith%20Butler.pdf] theorisation of precarity and vulnerability inspired us to re-think normative constructions of research writing and the academic identities and subjectivities this presupposed. Our doctoral writing group was imagined as a space to think collectively and reflexively about the thesis, the multi-faceted power-dynamics at work in its production, and our relations to the text as both writer and audience. This paper antagonises some of the pedagogic consequences of inviting seemingly 'personal' matters into the space of the writing space and, subsequently, the doctoral text itself. We speak back to discourses that position doctoral writing as always and only an individual, and individualising endeavour, that eschews encounters with the personal and relational. Indeed, we recognise that configurations and spaces for research writing are always 'political'. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01