'I Am Everywhere All at Once': Pipelines, Rhizomes and Research Writing

Autor/inn/en	Samson, Sean; Hutchings, Catherine; Goolam Hoosen, Taahira; Thesen, Lucia
Titel	'I Am Everywhere All at Once': Pipelines, Rhizomes and Research Writing
Quelle	In: Higher Education: The International Journal of Higher Education Research, 83 (2022) 6, S.1207-1223 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hutchings, Catherine) ORCID (Goolam Hoosen, Taahira)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-021-00738-z
Schlagwörter	Academic Language; Writing (Composition); Teaching Methods; Writing Instruction; Online Courses; Instructional Design + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibübung; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Online course; Online-Kurs; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	The research process is usually construed as linear, from registration to graduation, defined by completion within a certain period. This notion of a linear 'pipeline' has been critiqued for its embeddedness in a managerial discourse and the way it constrains transformation. Here, we focus on how writing support gets ensnared in 'pipeline thinking', partly because of the dominant image of communication as a conduit, an image that shapes approaches to teaching research writing. Our experiences with the design, teaching and research of an online writing course unsettle fixed views of writing as a stable signifier of a position within, and completion of, the pipeline. We use Deleuze and Guattari's concept of the rhizome as a way of showing the paradox of research journeys--of keeping moving, while being located here, there and somewhere else. There is always an excess, something that spills out from pipelines. We offer snapshots of different kinds of data that express a 'both-and' rather than an 'either-or' logic: both course "and" resource, engagements within "and" beyond the course and writing as both process "and" product. Rhizomatic thinking allowed us to reflect on participants' research journeys, our course design and research process, as dynamic encounters with the potential for creativity and transformation. This yielded questions about writing and literacy where the emergent qualities of curriculum, writer identities and textual 'products-for-now' are embraced rather than suppressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01