Are you happy now? A fictional narrative exploration of educator experiences in higher education during the time of #FeesMustFall

Müller, Marguerite

doi:10.17159/1947-9417/2017/1960

Cited by 3 publications

(3 citation statements)

References 4 publications

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“…In ethnographic fiction, the border between fiction and non-fiction is deeply blurred, as the stories presented are offered as examples of real phenomena that have been witnessed during research. Ethnographic novels and essays have been used by academics to examine diverse areas of social life, such as homelessness (Augé, 2013;Christensen, 2012), professional identity and expertise (Müller, 2017), educational experiences of the underprivileged (Clough, 2002), drug addiction and treatment (Elliott, 2014), and anorexia (Kiesinger, 1998). Another strand of this work is the concern with historical processes, such as early 20th century migration (Bahari, 2021) or education in the US (Gerla, 1995).…”

Section: Fiction and Social Researchmentioning

confidence: 99%

“…While I have not conducted a systematic review of the uses of fiction in doctoral writing, my searches of doctoral theses published in English illustrate that fiction is a well-established writing genre in doctorates of the arts such as film studies, drama studies, and literature studies. In the social sciences, fiction is much less common and seems to be used mostly in the areas of anthropology/ethnographic inquiry or in the "post-" paradigms described in the previous section, with education studies being a particularly prominent area Müller, 2017;Petersen, 2007). However, as a comparatively new practice, there are important outstanding questions regarding the academic disciplines where fiction is most commonly found and the theoretical frameworks that inform its use.…”

Section: Fiction and Doctoral Writingmentioning

confidence: 99%

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Writing a Doctoral Thesis in a Non-Western Voice

Naomi

2021

Re-Imagining Doctoral Writing

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It has been a privilege to work on this edited collection despite the fact that much of the work has taken place during a pandemic when, for many of us, our lives have been turned inside out. The series editors Terry Zawacki, Joan Mullin, Magnus Gustafsson, and Federico Navarro have been exceptionally helpful, as has been founding editor and publisher Mike Palmquist. Terry, in particular, has guided us with gentle encouragement and thoughtful suggestions throughout the process. We also thank the contributors for their work on chapters and for their collegial approach to this project. It has been a pleasure to work with you all, and we look forward to many years of collaborations in the future. We would also like to thank all the readers who read earlier drafts of pieces of this collection. We are grateful for your careful work.Cecile: I would like to acknowledge the support from Memorial University for assistance in the preparation of this manuscript and in particular for the Publications Subventions Program grant. I also want to thank my co-editors, Britt and Jamie, for a most enjoyable journey. Our virtual meetings became a highlight for me. I'm also extremely grateful to both of them for carrying the load when I became ill. They conveyed their compassion and care in multiple ways.Britt: As I type this on my phone (with one hand, while feeding my new baby), I am astounded at what can be accomplished when academics come together to care-fully collaborate. As authors and editors, we have been through births, deaths, sickness (hello Covid-19!), health, layoffs, new jobs, as well as dissertation endings (congrats!), beginnings, and somewhere in between. I am grateful to my co-editors who have sustained me in more ways than I could possibly detail. I am grateful to the authors, who gracefully took on rounds of editing and review in order to push this piece further. I am grateful to the Algonquin Nation whose territory includes the Ottawa River watershed, which nurtures and sustains my life and the lives of my kin. Finally, I am grateful to my human, Sean Botti, whose countless hours of visible and invisible labour has contributed to making this project a reality.Jamie: I am grateful to so many people who have been a part of bringing this collection together. I would like to thank my co-editors, Britt and Cecile, for their rigour, generosity, and care. The fact that we have edited this book from different corners of the world has frequently opened up interesting juxtapositions in time and season and in terms of how we think about doctoral education and writing. I am grateful to chapter authors for working with us RE-IMAGINING DOCTORAL WRITING

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Section: Fiction and Social Researchmentioning

confidence: 99%

Section: Fiction and Doctoral Writingmentioning

confidence: 99%

Writing a Doctoral Thesis in a Non-Western Voice

Naomi

2021

Re-Imagining Doctoral Writing

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“…For the new academic, these protests served to highlight the need for change, particularly through the design of socially just pedagogies and decolonising the curriculum. However, the protests also created a difficult space where engagement with the student body could be compromised by a binary "us versus them" tension (Müller 2017).…”

Section: Contextmentioning

confidence: 99%

A collaborative auto-ethnographic exploration of socially just practices by new academics in two South African higher education institutions

Collett

Heyden²,

Pott³

et al. 2018

SAJHE

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Challenges experienced in the higher education context require new academics to engage with issues of social justice in their pedagogical practices. This article focuses on such challenges and how these are met by the authors, who are new academics from two higher education institutions in South Africa. Using a collaborative auto-ethnographic approach to analyse and interpret practices from different disciplines and higher education institutions, critical insights into "response-able pedagogies" are highlighted. "Response-able pedagogies" may be described as those which foreground attentiveness, responsibility, curiosity and capability, are used as a lens to examine the pedagogical practices of the authors, as new academics. This lens is useful in that it illuminates ethical dimensions of how a socially just pedagogy might be enacted in disparate South African higher education contexts. Issues of language, academic literacies, resources, employability, cultural diversity, large classes, and student abilities are reflected upon in relation to new academics' engagement with socially just pedagogies. The article is intended to be a useful resource specifically, but not exclusively for, new academics entering the field of higher education in South Africa.

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Aesthetics, verisimilitude and user engagement: reporting findings through fictional accounts in qualitative inquiry

Gibson

2020

Qualitative Research

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This article explores the use of fiction as a mode of representing data in social research. I show that three of the key drivers for fictionalising research accounts relate to the ambitions of aesthetic engagement, verisimilitude and user engagement. I look at the different ways that authors have attempted to achieve these ambitions and the methodological tensions that arise from them. I show that contemporary evaluative criteria in qualitative inquiry helps us to understand that fictional reporting is an important tool for researchers in creating more affective writing. However, there are divergences in how researchers conceive of and use fictional accounts, which highlight the importance of continued debate about the methodological practices of its use. In order to contribute to these debates I point to three areas that need particular consideration for researchers working in this area: (1) the structures of academic publishing and their embodiment in university audit regimes; (2) the absence of engagement with alternative forms of writing in academic professional development and training; and (3) the substantial ethical dilemmas in the use of fictional accounts.

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Are you happy now? A fictional narrative exploration of educator experiences in higher education during the time of #FeesMustFall

Cited by 3 publications

References 4 publications

Writing a Doctoral Thesis in a Non-Western Voice

Writing a Doctoral Thesis in a Non-Western Voice

A collaborative auto-ethnographic exploration of socially just practices by new academics in two South African higher education institutions

Aesthetics, verisimilitude and user engagement: reporting findings through fictional accounts in qualitative inquiry

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