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Analytical autoethnodrama : autobiographed and researched experiences with academic writing /
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 an...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Rotterdam, The Netherlands :
Sense Publishers,
2014.
|
| Colección: | Bold visions in educational research ;
volume 44. |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Moriarty, Jess, |e author. | |
| 245 | 1 | 0 | |a Analytical autoethnodrama : |b autobiographed and researched experiences with academic writing / |c Jess Moriarty. |
| 264 | 1 | |a Rotterdam, The Netherlands : |b Sense Publishers, |c 2014. | |
| 300 | |a 1 online resource (x, 218 pages) | ||
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| 490 | 1 | |a Bold visions in educational research ; |v volume 44 | |
| 504 | |a Includes bibliographical references. | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a 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. | ||
| 505 | 0 | |a Table of contents; acknowledgements; chapter 1:introduction; 1.1 who am i?; 1.2 chapter summary; chapter 2:critical, creative and personal context; 2.1 personal and institutional background and the research excellence framework (ref); 2.2 chapter summary; chapter 3:needing permission: identifying frameworks for evolving academic writing; 3.1 shifts in qualitative research; 3.2 in the beginning -- chapter 1; 3.3 barthes: a challenge to forms of conventional writing; 3.4 writing qualitative research; 3.5 viewpoint of the researcher in the research process; 3.6 chapter summary. | |
| 505 | 8 | |a Chapter 4:autoethnography: scaffolding for other ways of being in academic writing and life4.1 introduction; 4.2 qualitative research; 4.3 autoethnography; 4.4 issues of validity; 4.5 autoethnodrama; 4.6 chapter summary; chapter 5:the writing processes; 5.1 starting out; 5.2 data collection and presentation; 5.3 my creative writing process; 5.4 ethics; 5.5 chapter summary; chapter 6:impact; 6.1 framing the text: impact; 6.2 criteria for assessment?; chapter 7:thematic analysis: analysing the unpindownable?; 7.1 introduction; 7.2 thematic analysis; 7.3 themes of analysis. | |
| 505 | 8 | |a 7.4 reflections on the analysis7.5 chapter summary; chapter 8:conclusion; 8.1 summary of findings; 8.2 implications; 8.3 analytical autoethnodrama; 8.4 a democratic and inclusive future?; appendix 1:interview questions for less experienced academics; appendix 2:interview questions for experienced academics; appendix 3: transcript of interview with jess moriarty and phil porter (feedback on autoethnodrama 'impact'); appendix 4:transcript of interview with jess moriarty and isabel; appendix 5:transcript of interview with jess moriarty and isla. | |
| 546 | |a English. | ||
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| 650 | 0 | |a College teachers |z Great Britain. | |
| 650 | 0 | |a Academic writing |x Social aspects. | |
| 650 | 0 | |a Academic writing |x Psychological aspects. | |
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| 650 | 6 | |a Écriture savante |x Aspect psychologique. | |
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| 650 | 7 | |a Academic writing |x Social aspects |2 fast | |
| 650 | 7 | |a College teachers |2 fast | |
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| 830 | 0 | |a Bold visions in educational research ; |v volume 44. | |
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