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The affordances and limitations of collaborative research in the TESOL classroom
Get PDFThe diversity of learning needs within the TESOL field creates inherent tensions between the need for targeted professional learning for TESOL teachers, the more generalist nature of tertiary TESOL courses, and the varied research interests of teacher educators. This article describes a collaborative research project between university-based teacher educators and TESOL teachers working in an adult education centre. With a range of aims amongst the research participants, this article reports on the ‘fluid’ and ‘messy’ process of collaborative research (Burns & Edwards, 2014, p. 67) as we investigate the use of identity texts (Cummins & Early, 2011) as a mediating tool for professional learning. In acknowledging the practice of teaching as highly situated, the data presented focuses on the individual experience of each teacher, voiced through an action research frame, before we discuss the achievements and challenges which emerged through this collaborative research process. In the findings, we argue for the importance of championing the case for the messy processes of collaborative research within the broader research academy
INSIDER RESEARCH: REPRESENTING PERIPHERAL VOICES AND MULTIPLE IDENTITIES WHEN WRITING ABOUT PERSONAL TRAUMA
Get PDFAs an ‘insider’ researcher writing about personal trauma, I sought to reconcile my multiple identities in my doctoral thesis: scholar/researcher, creative writing practitioner, and trauma survivor evolving from the process of writing about trauma. Concerns arose about how I could insert these peripheral voices and multiple identities into my creative thesis, while paying attention to the tenets of scholarly rigour and my desire for creativity. This article presents a case study of the design of my thesis, where my research endeavour was to ‘re-story’ my self-narrative through ficto-memoir: a creative writing process whereby my personal experiences were fictionalised, but carried the same emotional affect and benefits as writing about real experiences. This article contends that creativity could still be achieved in a conventional academic thesis structure with a slightly modified format that allows for the insertion of an author’s parallel voices into the research and alignment with the creative work
Theatre and Persona: Celebrity and Transgression
Get PDFTheatre, with its focus on live performance and the particular interest it places on the performer as creative agent, undoubtedly brings a distinctive set of enriching perspectives to the field of persona studies, which has often acknowledged its debt to performance studies and theories of performativity (see, for instance, Marshall & Barbour 2015). Despite some notable forays into the area of persona and (live) artistic performance made by scholars in this journal (see, for instance, Piper 2015; Colby 2015; D’Cruz 2015), work that specifically addresses the multi-faceted uses and disuses of persona in theatre and its often radically transgressive potential is still conspicuously under-represented in a vibrant and swiftly expanding field. As guest editors of this special issue for Persona Studies, we are delighted to make a substantial intervention in bringing some of the theories and practices of theatre studies to persona studies. Likewise, the lens of persona studies concentrates analysts of theatre on interrogations that are fundamental to the discipline and to advancements in the notoriously difficult articulation of acting and the embodied performance of self and other
Celebrity Personas, Self-help Culture, and Collective Psychology: Reflections and Transformations
Get PDFThe self-help industry bombards us with books and messages about how to live happier lives, but their advice is not always helpful. Celebrity endorsements of self-help methods and mythologies in popular culture create communicative tensions in our collective psyche, feeding messages of hope and optimism that are often, somewhat ironically, detrimental to our happiness. As a result, we now have a growing body of anti-self-help literature telling us to ditch the positive thinking, cut the endless fixation on goal setting, and live more resiliently in the face of life’s inevitable adversity (Brown 2016; Manson 2016; Brinkmann 2017)
Introduction: International Conference Special Issue
Get PDFScholarship and academic enquiry are complex entities. Individuals sequester themselves to complete their projects, publications, and manuscripts, and this solo activity can make us collectively think that the ivory tower of academic life is real. But the real hub of research, and its genuine success, is built from the process of exchange: conversations, discussions, engagements, re-readings and – building from this activity – amendments and integration of other related ideas, concepts, and trials. This journal has built from these exchanges as are the scholarly and academic personas (Barbour & Marshall 2012; Marshall, Barbour & Moore 2018) that we enact to present and perform our work: we depend on this “verkehr” (Marx & Engels 1970) to both advance our ideas and to ensure that those ideas (and our professional identities) have some impact and value
Ignorance is risk: An exploratory investigation of students’ perceptions of their education–employment pathways
No full textThe widely held view that higher education constitutes a gateway to employment has underpinned the dramatic widening of access to university in recent decades. However, globalisation and technological development have complicated the task of enhancing the employability of students, as the future world of work has become ever-more dynamic and unpredictable. Given such conditions, the delivery of employability teaching has become a central focus of many higher education providers (HEPs). To meet their responsibilities, HEPs must understand how students perceive their respective courses in relation to the employment pathways that they seek to follow. The present study aimed to gain an understanding of prospective students’ perceptions regarding this, but also to evaluate the accuracy of these perceptions. Because some course types are more narrowly vocational than are others, a subsidiary aim was to investigate whether or not student expectations and knowledge varied depending on course-type. The findings gathered from 462 students enrolled into a wide range of courses at 15 Australian universities were profound. They highlight that, while most students commence university with a career goal in mind, many have a poor understanding of the education-employment pathways on which they have embarked. Students demonstrated a limited understanding of the careers to which their courses might lead, and of the relevance of postgraduate study to their chosen career goals. These findings varied significantly across different course-types. Overall, these findings highlight the need for HEPs to educate their students explicitly about the education-employment pathways that are available to them
MIND MATTERS IN SLA
Get PDFMIND MATTERS IN SLA Edited by Clare Wright, Thorsten Pike and Martha Young-ScholtenBristol, UK: Multilingual Matters, 201
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Graduate employability skills through online internships and projects during the COVID-19 Pandemic: An Australian example.
Get PDFDuring the COVID-19 pandemic many students undertaking professional placements and internships had to leave their physical place of employment due to restrictions. Some students doing professional experiences lost their placement, while others entered work arrangements where they worked online remotely. This paper investigates the potential advantage from their experiences in terms of now being more capable in online work skills due to remote working, as the professional world potentially moves to a more flexible working arrangement that may include a remote working environment mixed with an office environment. It investigates, through a case study methodology analysing assessment content from student experiences, the type of new professional purpose that may evolve as a result of a changing workforce environment
Personal Brand of a Politician in an Election Campaign – Political Personas on Facebook
Get PDFA politician’s persona is negotiated on multiple platforms in various ways. Some maintain a strategic, carefully negotiated self, while others reveal more and blur lines between professional and private dimensions of their persona (Street 2004). Together with constituents – who discuss them widely on different platforms – politicians build personal brands which construct their lives as performances and products to be sold (van Dijck 2013; Enli 2015a). Persona representations provoke feelings and politicians are expected to effectively manage scrutiny of both private and professional elements of their public selves