420 research outputs found
Insecurity Pre, Post and During the Ph.D.:An Autoethnography Of Mutual Support
Full text linkWe met at a symposium in 2017. I was so moved and excited by Bryn’s work that I asked him there and then if he would mind taking part in the book. Not knowing what would happen or what to expect, we agreed to meet up in London and somehow story what happened. Hearing Bryn talk about his PhD and the incredible work he is doing with a mining community in Sheffield, I was inspired again. We swapped our field notes from the meeting, and present a coedited version of events here
Insecurity Pre, Post and During the Ph.D.:An Autoethnography Of Mutual Support
Full text linkWe met at a symposium in 2017. I was so moved and excited by Bryn’s work that I asked him there and then if he would mind taking part in the book. Not knowing what would happen or what to expect, we agreed to meet up in London and somehow story what happened. Hearing Bryn talk about his PhD and the incredible work he is doing with a mining community in Sheffield, I was inspired again. We swapped our field notes from the meeting, and present a coedited version of events here
Reaching forward and back:learning from our past as pedagogy in undergraduate Creative Writing teaching
No full textThe Clothes on Our Back:A Collaborative Project to Diversify The Curriculum in Higher Education
No full textA report by the UK National Union of Students (NUS), ‘Race for equality’ (NUS, 2011) identified continuing, unresolved issues around BAME student participation within HE. Student dissatisfaction was highlighted with 42% of BAME students who took the survey stating they did not believe their curriculum reflected issues of diversity, equality and discrimination, and a third (34%) stated they felt they could not bring their views to lectures, noting that institutions often ‘did not take into account diverse backgrounds and views’ (NUS, 2011:4).This collaborative education research article reports on a project with Diversity Lewes, the University of Brighton and Brighton Museum that engaged members of the BAME community in Sussex and university students and staff to work on archival material and create poems, textiles and prose. The workshops focused on identity and clothing and looked at the history of the Khanga, which is a sarong popular in parts of Africa (Kalume et al. 2018). These fabrics contain symbols and messages that relate to autobiographical experiences including empowering sayings and statements. The workshops generated material for an exhibition in Black History Month at The Brighton Dome and at the University of Brighton. We argue that this project offered pedagogic opportunities in higher education that arose from the collaboration and partnership: bringing together community partners and academia in the spirit of social justice to tackle issues of diversity and inclusion by celebrating identity via the clothes on our backs. Please note that this article uses Black Asian Minority Ethnic (BAME) as this is the term used in much education research on this topic but we respect that it is not a term that many people would use to describe themselves and apologise for any offence caused.<br/
Woman must write her self – a collaborative autoethnography on two women’s experiences with a community research project
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Storying the Self
Full text linkThe telling and sharing of stories is synonymous with what it is to be human. The narrative threads reaching back through our personal histories help us make sense of who we are. We use stories anecdotally, at school, on dates, or over coffee, to connect with people and social worlds. In academia, storytelling that engenders meaning making is becoming legitimised as a branch of qualitative research that informs us about our culture and identity. Autoethnography is a methodology that links the self (auto) with ethno (culture) to research (graphy) (Reed-Danahay, 1997) and it is this approach that has driven the ethos guiding the developemmt of a creative writing module for undergraduets that the autohors co-devised. This article uses autobiographical storytelling to demonstrate the author’s pedagogic practice and research into storying the self
Decolonising Maternity – artists and academics in New Delhi and Brighton creating work on experiences of maternity
Full text linkIn the autumn of 2021, the Centre for Arts and Wellbeing, University of Brighton, funded a symposium led by myself Jess Moriarty and Kate Aughterson, called, Performing Maternities. The conference was a magical space where we laughed and cried over collective and individual experiences, and also the work on maternity – critical and creative – that the people taking part had produced. Creative practice informed by getting pregnant, not getting pregnant, having a baby, not having a baby, and the real and imagined stories that these times inspired meant that the event was rich and full, surprising and relatable. Part of the discussions at the event were focused on the challenges associated with maternity and particularly for people from marginalised and underserved communities. A key question arising from the event was: How can creative methods develop understanding and decolonise maternity? In this article, the authors, Jess Moriarty and Ruchika Wason Singh, discuss our response to this question via a recorded conversation and provide insights into our creative and critical work
U of M Crookston to host author Sarah Stonich at Fournet Building October 23
No full textBengtson, Jess. (2024). U of M Crookston to host author Sarah Stonich at Fournet Building October 23. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/270925
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