Power, pedagogy and the personal: feminist ethics in facilitating a doctoral writing group

Danvers, Emily, Hinton-Smith, Tamsin and Webb, Rebecca (2018) Power, pedagogy and the personal: feminist ethics in facilitating a doctoral writing group. Teaching in Higher Education. ISSN 1356-2517

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Abstract

The paper explores questions of power arising from feminist facilitators running a doctoral writing group at a UK university. Butler’s (2014) 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’.

Item Type: Article
Schools and Departments: School of Education and Social Work > Education
Subjects: L Education
Related URLs:
Depositing User: Deeptima Massey
Date Deposited: 20 Mar 2018 17:47
Last Modified: 23 May 2018 11:32
URI: http://sro.sussex.ac.uk/id/eprint/74565

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