Slow scholarship and wellbeing: humanising the academic machine

Jones, Janice Kathleen and Crimmins, Gail and Black, Ali and Impiccini, Julianne (2016) Slow scholarship and wellbeing: humanising the academic machine. In: 6th Midterm Conference of the European Sociological Association's Research Network Sociology of Culture (ESA RN7 2016), 16-18 Nov, 2016, Exeter, UK.

[img] Slideshow (Presentation)
ESA 7_Jones-Crimmins-Black-Impiccini Nov 2016 FINAL.pptx

Download (9MB)


Is ‘slow scholarship’ feasible in the competitive context of academic careers wheremanagerialism, self-promotion, and tick-the-box measures of achievement have become determiners of academic success? This paper interweaves visual, auditory and performative narratives to represent an emerging alternative to the existing paradigm as seven female academics and educators gradually find ways to disrupt and cross the boundaries of their tenuous roles as educators in four regional Australian universities. Over one year, they create a space where new thinking, confidence and wellbeing emerges. They negotiate an ethics of praxis for writing and publishing: this disrupts the self-seeking habitus of academic life, re-constitutes academic writing as an emergent space for speaking back to received values about what counts as research writing; and reconstitutes and acknowledges the intrinsic value of each individual life as a contributing element of the combined strength and energy of the group. These practices are then adopted by a second group of academics who work alongside the first group. This creates a counterpoint to the market-driven rhythm of universities which diminishes academics by demanding that they compete for an increasingly shallow pool of funds. By interweaving words, images, sound and performance over a series of publications the authors demonstrate the power of arts-informed storytelling to disrupt the habitus and expectations of academic life. More important than the publications generated in that emergent space is the evidence that ‘slow scholarship’ practiced within a cooperative group where listening is as important as talking can generate a powerful ethic of care for self and other. In turn this re-humanising of the research space can re-vivify personal and professional wellbeing across multiple dimensions by creating new personal, social and academic frameworks for ‘being an academic’.

Statistics for USQ ePrint 30233
Statistics for this ePrint Item
Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: Historic - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education (1 Jul 2013 - 30 Jun 2019)
Faculty/School / Institute/Centre: Historic - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education (1 Jul 2013 - 30 Jun 2019)
Date Deposited: 16 Oct 2017 22:11
Last Modified: 14 Nov 2017 05:57
Uncontrolled Keywords: narrative research, performativity, slow scholarship, humanising academia, collaboration, habits, emergence, professional wellbeing,
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators
Socio-Economic Objectives (2008): E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education

Actions (login required)

View Item Archive Repository Staff Only