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Belonging, Gender and Identity in the Doctoral Years
This book uses belonging as a lens through which to understand women students’ experiences of studying for a doctorate, exploring the impact of academic cultures on career aspirations. Drawing on discourses of neoliberalism and academic identities, it makes a valuable contribution to ongoing discussions of gender inequality in the academy. Based on data gathered from women doctoral students in the UK, this book offers a contemporary, research-informed understanding of the doctorate as an inherently gendered experience, which has implications for individuals, academic institutions, and for the future of the academic sector. The book will be of interest to academics working in the area of doctoral education, doctoral supervisors and those involved in doctoral student support, including researcher developers and individuals working in graduate schools, as well as doctoral students themselves.
Prioritising the Mental Health and Wellbeing of Doctoral Researchers
Drawing on academic research and practitioner expertise, this essential volume provides a multidisciplinary and cross-institutional perspective on postgraduate researcher mental health and wellbeing in order to support academic and professional staff in the higher education sector. Contributing authors unpack the key debates, issues and initiatives within higher education policy and practice, while also considering wider contextual factors that may impact upon the mental health of researchers. Readers are encouraged to recognise the importance of belonging throughout and to understand how we may promote healthy research cultures by fostering connections and community. A crucial read for anyone working with doctoral students or involved higher education policy, this edited collection provides a new contribution to research within the field, bettering our understanding of the mental health of postgraduate researchers by drawing from a range of perspectives.
Researching Virtual Play Experiences
This book illuminates the lived experience of a group of primary school children engaged in virtual world play during a year-long after-school club. Shaped by post-structuralist theory and New Literacy Studies, it outlines a playful, participatory and emergent methodological approach, referred to as ‘rhizomic ethnography’. This ‘hybrid’ text uses both words and images to describe the fieldsite and the methodology, demonstrating how children’s creation of a digital community through Minecraft was shaped by the both the game and their wider social and cultural experiences. Through the exploration of various dimensions of the club, including visual and soundscape data, the author demonstrates the ‘emergent dimension of play’. It will be of interest and value to researchers of children’s play, as well as those who explore visual methods and design multimodal research outputs.
The Palgrave Handbook of Imposter Syndrome in Higher Education
This handbook explores feeling like an ‘imposter’ in higher education and what this can tell us about contemporary educational inequalities. Asking why imposter syndrome matters now, we investigate experiences of imposter syndrome across social locations, institutional positions, and intersecting inequalities. Our collection queries advice to fit-in with the university, and authors reflect on (not)belonging in, with and against educational institutions. The collection advances understandings of imposter syndrome as socially situated, in relation to entrenched inequalities and their recirculation in higher education. Chapters combine creative methods and linger on the figure of the ‘imposter’ - wary of both individualising and celebrating imposters as lucky, misfits, fraudsters, or failures, and critically interrogating the supposed universality of imposter syndrome.
The Meeting of Aesthetics and Ethics in the Academy
The Meeting of Aesthetics and Ethics in the Academy provides a deep understanding of the nuances of ethics in the creative environment and contributes to the critical exploration of the nature of research ethics in higher education. Written by world-renown academics with a wealth of experience in this field, this volume explores ethical challenges and responses across a range of creative practices and disciplines including design, documentary film making, journalism, socially engaged arts and the visual arts. It addresses the complex negotiations that creative practice researchers in higher education undertake to ensure that the ethical compliance required does not undermine the research int...
Style and Reader Response
Style and Reader Response: Minds, media, methods profiles the diversity of theoretical and methodological approaches in reception-oriented research in stylistics. Collectively, the chapters investigate how real readers, players, audiences, and viewers respond to, experience, and interpret texts. Contributions to the book investigate discourse types such as contemporary literature, poetry, political speeches, digital fiction, art exhibitions, and online news discourse. The volume also exemplifies the variety of empirical approaches in reception research, with contributors drawing on a range of methods including discussion groups, interviews, questionnaires, and think-aloud protocols with data analysed from both online and offline sources. Style and Reader Response makes an important contribution to an emerging paradigm within stylistics in which verifiable insights from readers are used to generate new models and new understandings of texts across media, with each essay demonstrating the centrality of empirical research for theoretical, methodological, and/or analytical advancements within and beyond stylistics.
Resisting Olympic evictions
By tracing the way evictions in a small community of around 600 families made news headlines all over the world, this book explores how activists in Rio protested against evictions at the Rio 2016 Olympics. They constructed the favela as safe, welcoming and homely, directly contesting the myth of marginality – the notion of favelas as havens of crime and poverty which is used to justify slum clearance. In doing so they were showcasing how a different kind of informal community rooted in security and belonging is possible, through a range of social events and other actions. Based on 14 months of fieldwork in Brazil, this book explores how this vision was constructed through collective action, transmitted around the world through both social and traditional media and how it lives on in the Evictions Museum that was created through the process.
