Analytical autoethnodrama : autobiographed and researched experiences with academic writing / / Jess Moriarty, University of Brighton, UK

• Record Nr.: UNINA9910460791203321
• Autore: Moriarty Jess
• Pubbl/distr/stampa: Rotterdam : , : Sense Publishers, , [2014]; ©2014
• ISBN: 94-6209-890-5
• Edizione: [1st ed. 2014.]
• Descrizione fisica: 1 online resource (220 p.)
• Collana: Bold visions in educational research ; ; volume 44
• Disciplina: 370
• Soggetti: College teachers - Great Britain; Academic writing - Social aspects; Academic writing - Psychological aspects
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references.
• Nota di contenuto: Preliminary Material -- Introduction -- Critical, Creative and Personal Context -- Needing Permission: Identifying Frameworks for Evolving Academic Writing -- Autoethnography: Scaffolding for Other Ways of Being in Academic Writing and Life -- The Writing Processes -- Impact -- Thematic Analysis: Analysing the Unpindownable? -- Conclusion -- Interview Questions for Less Experienced Academics -- Interview Questions for Experienced Academics -- Transcript of Interview with Jess Moriarty and Phil Porter (feedback on the autoethnodrama ‘Impact’) -- Transcript of Interview with Jess Moriarty and Isabel -- Transcript of Interview with Jess Moriarty and Isla -- Transcript of Interview with Jess Moriarty and Mason -- Bibliography.
• Sommario/riassunto: Analytical autoethnography is a methodology that synthesises autobiography and social critique in order to resist, and also change, dominant authoritative discourse. Evidence from the author’s autobiographical experiences and data from interviews with a variety of academics have been thematically analysed to inform a short autoethnodrama set in a university on the UK. The autoethnodrama considers the ‘impact’ of the Research Assessment Exercise (RAE) and current such exercises, and the possible and real effects of the ; pressure to ‘publish or perish’ on institutional culture and individual lives. The author uses the autoethnodrama to identify staff development strategies that offer the potential for a less stressful academic writing process and democratic university environment including mentoring and other explicit institutional support. The process of producing this work is part of an emerging trend in academic research that seeks to further democratise conventional academic writing processes and progress the case for a more inclusive and expansive approach to academic writing and academic life.