Theatricalising Narrative Research on Women Casual Academics
Nonfiction, Reference & Language, Education & Teaching, Higher Education, Entertainment, Theatre
| Author: | Gail Crimmins | ISBN: | 9783319715629 |
| Publisher: | Springer International Publishing | Publication: | December 1, 2017 |
| Imprint: | Palgrave Macmillan | Language: | English |
| Author: | Gail Crimmins |
| ISBN: | 9783319715629 |
| Publisher: | Springer International Publishing |
| Publication: | December 1, 2017 |
| Imprint: | Palgrave Macmillan |
| Language: | English |
This book presents the research journey involved in sensitively unearthing and re-presenting the lived experience of women casual academics. The author weaves the as yet unvoiced stories of women casual academics with a reflective account of a narrative inquiry process. In doing so, she both critiques and offers an alternative to masculine and traditional academic discourse, and demonstrates the power of imagistic and theatrical communication. The book situates the felt human and post-human experience/s of narrative research alongside the philosophical and theoretical research practices encountered in an arts-informed narrative research project. Thus, the author establishes valuable frameworks for planning, undertaking and evaluating arts-informed narrative research; a growing and vibrant area of education research. This innovative work will be of interest to feminist researchers, teachers and supervisors, as well as students and scholars of women casual academics.
This book presents the research journey involved in sensitively unearthing and re-presenting the lived experience of women casual academics. The author weaves the as yet unvoiced stories of women casual academics with a reflective account of a narrative inquiry process. In doing so, she both critiques and offers an alternative to masculine and traditional academic discourse, and demonstrates the power of imagistic and theatrical communication. The book situates the felt human and post-human experience/s of narrative research alongside the philosophical and theoretical research practices encountered in an arts-informed narrative research project. Thus, the author establishes valuable frameworks for planning, undertaking and evaluating arts-informed narrative research; a growing and vibrant area of education research. This innovative work will be of interest to feminist researchers, teachers and supervisors, as well as students and scholars of women casual academics.
