EBook ForWomen Writing Socially in Academia Dispatches from Writing Rooms 1st Edition By Joana Pais Zozimo, Kate Sotejeff-Wilson, Wendy
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Download Complete Ebook By email at etutorsource@gmail.com PALGRAVE STUDIES IN GENDER AND EDUCATION Women Writing Socially in Academia Dispatches from Writing Rooms Edited by Joana Pais Zozimo Kate Sotejeff-Wilson · Wendy Baldwin Download Complete Ebook By email at etutorsource@gmail.com We Don’t reply in this website, you need to contact by email for all chapters Instant download. Just send email and get all chapters download. Get all Chapters For E-books Instant Download by email at etutorsource@gmail.com You can also order by WhatsApp https://api.whatsapp.com/send/?phone=%2B447507735190&text&type=ph one_number&app_absent=0 Send email or WhatsApp with complete Book title, Edition Number and Author Name. Download Complete Ebook By email at etutorsource@gmail.com Palgrave Studies in Gender and Education Series Editor Yvette Taylor School of Education University of Strathclyde Glasgow, UK Download Complete Ebook By email at etutorsource@gmail.com Download Complete Ebook By email at etutorsource@gmail.com This series provides a comprehensive space for an increasingly diverse, complex and changing area of interdisciplinary social science research: gender and education. Gender studies continues to respond to controversies, backlashes, shutdowns, as well as to new openings, imaginations and reconfigurations, including to traditional disciplines, and what counts as knowledge, experience and voice. Series authors differently plot emerging and enduring definitions and debates, monitoring and intervening in critical complexities of gender and education across global contexts. This series adopts feminist approaches and orientations and attends to key theoretical and methodological debates, ensuring a continued conversation and relevance within the well-established, interdisciplinary field of gender and education. It combines renewed and revitalised feminist research methods and concepts with emergent and salient public policy issues, asking what futures feminists, and future feminisms, can be brought into being through education. These issues include education across the lifecourse, from early years, through (post)compulsory education, to lifelong learning. Authors have focused on intersectional inequalities including race, class, sexuality, age and disability; policy and practice across educational landscapes; global activism and the ‘public university’; belonging in higher education; outdoor learning and community education; initial teacher education; queer pupils, students and teachers; femininity, masculinity and gender stereotypes - and much more. The series recognises the necessity of probing beyond the boundaries of specific territorial-legislative domains to develop a more international, intersectional focus. In doing so, it hopes to provide insightful reflection on continued critical challenges to and through feminism within (and beyond) the academy. Download Complete Ebook By email at etutorsource@gmail.com Download Complete Ebook By email at etutorsource@gmail.com Joana Pais Zozimo Kate Sotejeff-Wilson • Wendy Baldwin Editors Women Writing Socially in Academia Dispatches from Writing Rooms Download Complete Ebook By email at etutorsource@gmail.com Download Complete Ebook By email at etutorsource@gmail.com Foreword: Women Writing Socially Women’s enjoyment in writing socially has been a lifeline in my academic journey. When, in 1997, as a doctoral student and early-career academic, I planned the first writing retreat for academic women in Aotearoa New Zealand, I had no idea how important such retreats would become for me and for others. Last year (2022), we celebrated 25 years of the “mother” retreats—week-long residential events for academic women from all over the country, as well as Australia and elsewhere. Since 1998, we have held two, then three, of these retreats each year in the same venue. Miraculously, we lost only one retreat due to Covid-19 and, even then, one of the participants ran an online version for those who were keen. Over those years, some women have come once and not returned, some have “disappeared” into child-bearing and rearing for a while before resurfacing. Many women have returned over and over again, claiming the retreats as the backbone of their academic writing practice. Time away from work and life cares, time to be nourished by good food, rural surroundings and the sight of snow-capped mountains, time for solitude. And, perhaps most importantly, time for writing sociality in all its complexities and pleasures. For it is undoubtedly complex, touching as writing does on intense affects such as excitement, fear, and shame, as well as ticklish issues of vulnerability and intellectual property: this mix requires careful attention from both retreat facilitator/s and participants. From the outset, I was both retreat facilitator and participant. My strong hunch—informed by reading and thinking about feminist pedagogy—was that taking the dual role would make the retreat culture v Download Complete Ebook By email at etutorsource@gmail.com Download Complete Ebook By email at etutorsource@gmail.com vi FOREWORD: WOMEN WRITING SOCIALLY more vibrant for everyone and the organizing work more sustainable for me. I also thought it would signal some important dimensions of the “project” of becoming a better—happier, more productive, more skilled— academic writer: that this project is a life work, which goes on as long as we want to (or have to) write. That it is sometimes difficult work, in which companionship can provide comfort and resources. And that we can learn a great deal from listening to our peers as well as reading/listening to experts. After almost three decades of retreat facilitation within Aotearoa and beyond, I still hold this view. Every writing retreat I facilitate is also my writing retreat, where I continue on the bumpy road of finding worthwhile things to write about and aspiring towards a thoughtful yet lively voice with which to say them. Without those writing retreats, I would not have written some of the work I cherish the most. Without that ongoing yet ever-renewing community of women, I may not have remained in academic life. The sociality of writing retreats is refreshingly different from that of academic departments: the shared focus on a particular activity, the container of clearly marked-out time, the care around confidentiality, the deliberately cultivated mutual appreciation. From the outset, the retreats were for women. Again, this was shaped by feminist pedagogy’s insight that women-only spaces provide opportunities for collective respite from certain, sometimes exhausting or depressing, features of living in a sexist society and working in patriarchal institutions. But not only that. I carried childhood memories of my mother going off on weekend-long, women-only, spiritual retreats with others from our parish. It was strange and somewhat wondrous that she would step away from her usual role of caring for our large family to do so. It felt special, significant, a mark of the importance of her spiritual life. (I never thought about her need for rest.) I wanted the retreats to offer a similar message: that we value our writing work enough to put aside the normal fabric of our lives to do it. In the early years especially, the retreat’s women-­ only boundary was sometimes challenged from the outside and, within the group, we debated it many times. Frankly, we never came up with good enough reasons to change it. Over time, I facilitated other academic writing retreats in Aotearoa and beyond for both women and men but found— as contributors to this book remark—that, going by the numbers who show up, women have a distinctive preference for writing socially. And quite possibly, just like my mother, a distinctive need for rest from the incessant demands of what, for academic women, is the double shift. We Download Complete Ebook By email at etutorsource@gmail.com We Don’t reply in this website, you need to contact by email for all chapters Instant download. Just send email and get all chapters download. Get all Chapters For E-books Instant Download by email at etutorsource@gmail.com You can also order by WhatsApp https://api.whatsapp.com/send/?phone=%2B447507735190&text&type=ph one_number&app_absent=0 Send email or WhatsApp with complete Book title, Edition Number and Author Name. Download Complete Ebook By email at etutorsource@gmail.com FOREWORD: WOMEN WRITING SOCIALLY vii know that, mostly, women in paid work still carry the unpaid work of caring for home, kith, and kin. All of this is to say that the burgeoning phenomenon of (academic) women writing socially—that this book attests to and fosters through stirring stories of practice and helpful suggestions for activities—is one we want to see continuing to flourish. Academic women’s lives are not getting easier: they are intensifying in terms of student demands, productivity expectations, and administrivia. Nor are our private lives, with their myriad care responsibilities—especially in the face of occurrences like Covid-19 or, as we’ve had in Aotearoa recently, serial extreme weather events impacting on homes, schools, transport, and so on. These disruptions, which may augur our future lives amidst intensifying climate change, have a disproportional impact on women with caring responsibilities. Particularly for our concerns here, they have a disproportional impact on women carers’ ability to keep writing. One of the strengths of this book is the chapters that address the many ways in which women are supporting others to keep writing together here and there, now and then, despite those impacts. Threaded throughout the book is reference to the dedicated work of Rowena Murray, who has taken her well-established model of structured writing retreats to the world by teaching others how to facilitate these retreats. In several chapters we see how women who have attended Rowena’s training have then, sometimes tentatively, embarked on developing their own practice with wonderfully creative results that sometimes spill over into engagement with the wider public. I found these examples inspiring as I know other readers will too. Long live women writing socially! Critical Studies in Education, Waipapa Taumata Rau bm.grant@auckland.ac.nz University of Auckland, Auckland, New Zealand Barbara M. Grant Download Complete Ebook By email at etutorsource@gmail.com Download Complete Ebook By email at etutorsource@gmail.com Contents 1 Introduction: From Our Writing Rooms to Yours 1 Joana Pais Zozimo, Kate Sotejeff-Wilson, and Wendy Baldwin Part I Physical Support and Wellbeing 11 2 Look Out!: Navigating Multiple Spaces to Sustain the Benefits of Writing Retreats 13 Rowena Murray 3 Thoughts on folklore 33 Lucy R. Hinnie 4 Don’t Starve: Change the Recipe 41 Jess Kelley 5 Retreat in Daily Life: Integrating Writing into Work and Life 45 Kate Sotejeff-Wilson ix Download Complete Ebook By email at etutorsource@gmail.com Download Complete Ebook By email at etutorsource@gmail.com x Contents Part II Cognitive and Affective Connections 65 6 Some Kind of Writer: The Writer Spectrum, and a (Not-­ Magic) Formula for Skill Development 67 Sarah S. Haas 7 Coaching Interventions in Writing Retreats: A Creativity Boost 97 Natalie Lancer 8 Adapting the Structured Model, Developing Researchers, and Facilitating Your Own Productivity as a Writer109 Jo Garrick 9 Different Layers of Togetherness: Virtual Writing Sessions During and After Covid-19117 Katarina Damčević Part III Social Interactions and Relations 129 10 Transferring Social Writing Practices to Our Communities in Finnish Universities131 Camilla Lindholm and Johanna Isosävi 11 Becoming a Facilitator: Finding My Own Delivery Style Through Opportunities and Challenges159 Marcella Sutcliffe 12 Linguistic Care Work in Proximal Zones: Towards Allied Author–Editor Critical Agency173 Theresa Truax-Gischler 13 Meetings at the Textface: What Academics and Language Professionals Gain When They Team Up and Adopt a Social Writing Approach to Academic Text Production203 Wendy Baldwin Index223 Download Complete Ebook By email at etutorsource@gmail.com Download Complete Ebook By email at etutorsource@gmail.com Notes on Contributors Wendy Baldwin is an independent authors’ editor and translator who helps scholars in the social sciences and humanities, particularly those who are multilanguage scholars, get their work submitted for publication. She also teaches academic writing and English for academic purposes in higher education settings and regularly runs structured writing retreats and coworking sessions for academic text producers. Her academic training is in linguistics, and as a PhD candidate, her research focused on human sentence processing. She is a member of MET, SENSE, and EASE—professional associations in Europe that have a strong focus on academic editing, translation, writing, and publication. Katarina Damčević is a writing retreat facilitator and event coordinator at the University of Tartu, Estonia. She defended her PhD thesis at the same university in 2023 titled “Semiotics of Hate Speech and Contested Symbols: The ‘Za dom spremni’ Ustaša Salute in Contemporary Croatia”. She researches hate speech and controversial symbols in (post)conflict societies, and academic writing, with emphasis on social writing and writing retreat facilitation, writing groups and peer feedback, and writing and emotional wellbeing. Jo Garrick is Research Support Officer at Leeds University Business School, UK, and manages a small team responsible for planning and organising the training and development programme for early and midcareer researchers. She also manages a network of seventeen research-led universities in the north of England through the Northern Advanced Research Training Initiative (NARTI). Jo is a trained writing retreat facilixi Download Complete Ebook By email at etutorsource@gmail.com Download Complete Ebook By email at etutorsource@gmail.com xii NOTES ON CONTRIBUTORS tator and organises online, in-person, and residential retreats for academic researchers in the Business School and the wider network. Sarah Haas has been working with writers of all kinds for over 30 years, teaching in Japan, Korea, the UK, Denmark, Ireland, the USA, South Africa, Mozambique, and the Benelux countries. She completed her doctoral studies at Aston University, Birmingham, England, focusing on the writing process, writers, and how they develop the skills necessary to manage larger writing projects. It was during this time that she became familiar with the work of Rowena Murray, and attended several retreats. Sarah works as Teaching Fellow in English Studies and Science Education at Ghent and Copenhagen Universities, respectively, alongside running her consultancy business, Writer Development. Here, she offers retreats and workshops, and conducts research—with and for writers—that is aimed at designing research-based tools to help writers develop their skills, productivity, self-efficacy, and identities as writers. Lucy R. Hinnie is an independent scholar and digital humanist. From 2023 to 2024 she was a postdoctoral fellow in the Institute for Advanced Studies in the Humanities at the University of Edinburgh, UK, where she also completed her PhD in 2019. From 2019 to 2021, she lived as a white settler scholar on Treaty Six Territory and the Homeland of the Métis at the University of Saskatchewan, where she was a postdoctoral fellow in the Department of English. She was Wikimedian-in-Residence at the British Library from 2021 to 2023. Her scholarship includes work on late medieval and early modern literature, queer theory, medieval feminist criticism, and open knowledge. She is the founder of #remoteretreat on Twitter but can now be found on Bluesky (@yclepit). Johanna Isosävi works as University Lecturer in French at the University of Helsinki, Finland. Her research areas include politeness, relational work, and address forms, and her studies focus specifically on cross-cultural pragmatics (French/Finnish). With co-author Camilla Lindholm, she has published two books in Finnish: Väitöksen jälkeen: opas akateemiselle uralle (After the PhD: An Academic Career Guide, 2021, Art House) and Yhteisöllisen kirjoittamisen opas (A Guide to Social Writing, 2023, Art House). Jess Kelley is a writing coach, retreat facilitator, and non-fiction editor, working with people who have interesting ideas, burning passions, and/or expert knowledge to share. The people she works with include medical researchers, rebel poets, maritime lawyers, sailing instructors, anthropolo- Download Complete Ebook By email at etutorsource@gmail.com We Don’t reply in this website, you need to contact by email for all chapters Instant download. Just send email and get all chapters download. Get all Chapters For E-books Instant Download by email at etutorsource@gmail.com You can also order by WhatsApp https://api.whatsapp.com/send/?phone=%2B447507735190&text&type=ph one_number&app_absent=0 Send email or WhatsApp with complete Book title, Edition Number and Author Name. Download Complete Ebook By email at etutorsource@gmail.com NOTES ON CONTRIBUTORS xiii gists, entrepreneurs, AI consultants, artists, TV show producers, activists, and Michelin-star chefs. Jess lives between Australia and Europe, and currently hosts regular online writing retreats. Dr Natalie Lancer is a Chartered Coaching Psychologist and supervisor. She is the Chair of the British Psychological Society’s Division of Coaching Psychology and the host of their podcast “The Coaching Psychology Pod”. Her research focuses on the impact of coaching programmes on doctoral students. Natalie is a master’s and doctoral supervisor at the New School of Psychotherapy and Counselling. In 2016, she co-authored Techniques for Coaching and Mentoring with David Clutterbuck. She is an accredited member of the Association for Coaching, and is a regular keynote speaker. Camilla Lindholm is Professor of Nordic Languages at Tampere University. Her main research areas are interaction in institutional settings, asymmetric interaction involving participants with communication impairment, easy language, and linguistic accessibility. With co-author Johanna Isosävi, she has published two books in Finnish: Väitöksen jälkeen: opas akateemiselle uralle (After the PhD: An Academic Career Guide, 2021, Art House) and Yhteisöllisen kirjoittamisen opas (A Guide to Social Writing, 2023, Art House). Rowena Murray, formerly Professor in the School of Education at the University of the West of Scotland, UK, is now Adjunct Professor at Strathclyde Business School and freelance through her company, Anchorage Educational Services. She is an internationally recognized expert and author on academic writing and on running writing retreats. Dr Joana Pais Zozimo holds a PhD in Education from Lancaster University, UK, an MA in African Studies, and a BA in International Relations from the University of Lisbon, Portugal. As a qualitative social scientist, her expertise intersects at the fields of educational research, evaluation theory and practice, interdisciplinary partnerships, development studies, and collaborative learning. Her work has been across the UK, in Portugal, Spain, and various African countries, including Mozambique, where she lived and worked. Her experience of academic writing led to a professional qualification as a writing retreat facilitator with a profound interest in health and wellbeing approaches to writing in supporting her peers in the classroom, in writing groups, and through online tutorials for postgraduate students and wider audiences. Download Complete Ebook By email at etutorsource@gmail.com Download Complete Ebook By email at etutorsource@gmail.com xiv NOTES ON CONTRIBUTORS Kate Sotejeff-Wilson translates from Finnish, German, and Polish and edits in English for academics at KSW Translations, runs Ridge Writing Retreats, and chairs Nordic Editors and Translators. Her recent translations include Kimmo Katajala’s “Atlas of Vyborg” (Atlas Art 2020) from Finnish and Regina Töpfer’s “history of (in)fertility” from German (Palgrave Macmillan 2022). Born in Wales, she did research for her history PhD (UCL 2005) in London, Berlin, Poznań, and Warsaw, and is now also a Finn. Marcella Sutcliffe is a fellow of the Royal Historical Society and a Life Member at Clare Hall, University of Cambridge, UK. Her Writing Retreats at Chapelgarth offer postgraduate students, postdocs, and academics in general a restorative, rural haven, where women and men may escape the pressures of work and home to devote time to writing. Theresa Truax-Gischler is a developmental and substantive authors’ editor in the narrative social sciences and humanities helping multiliterate, multilingual academic scholars publish their monographs and articles with university presses. Her academic training is in anthropology, history, and Near Eastern languages and literatures. An enthusiast of cross-cultural knowledge production and multimodal, co-constructed translanguaging, Theresa spends part of her life learning how to be a more effective disability ally. She lives in the Netherlands. Download Complete Ebook By email at etutorsource@gmail.com Download Complete Ebook By email at etutorsource@gmail.com List of Figures Fig. 2.1 Fig. 6.1 Fig. 6.2 Fig. 7.1 Fig. 7.2 Fig. 7.3 Fig. 9.1 Fig. 11.1 Fig. 13.1 Fig. 13.2 Writers talking and listening. (Image credit: Dr Maureen Michael)23 The writer spectrum 74 A not-magic formula for writer development. (Illustration by Eduardo Shima) 89 The ideas cycle 99 Cue card 102 Supportive networks part 1 104 Emotions word cloud (Source: author) 121 Lockdown writers, Chapelgarth. (Illustration credit: Izzy Budd. Poem credit: Ceci Sutcliffe) 166 Illustration of a 90-minute co-working block, typical text production tasks for the academic and the LP, and the three stages of the structured session: goal-setting, text production work, and check-in 208 Overlap and complementarity between my three academic partners (A; white circles) and myself (LP; grey circles), along five dimensions: community of practice, academic discipline, language (native language with the primary additional language in parentheses), career stage, and location 210 xv Download Complete Ebook By email at etutorsource@gmail.com Download Complete Ebook By email at etutorsource@gmail.com CHAPTER 1 Introduction: From Our Writing Rooms to Yours Joana Pais Zozimo, Kate Sotejeff-Wilson, and Wendy Baldwin In the spring of 2020, when the Covid-19 pandemic shattered their ability to invite others to write with them in their usual spaces, a group of structured writing retreat facilitators turned to the Facebook group that had been launched barely two months prior. Feeling unmoored amid all the uncertainty of the moment and needing to write, they started to write J. P. Zozimo (*) Lancaster University Management School, Lancaster, UK e-mail: j.zozimo@lancaster.ac.uk K. Sotejeff-Wilson Ridge Writing Retreats, Jyväskylä, Finland e-mail: kate@kswtranslations.com W. Baldwin Linguaverse, Donostia-San Sebastián, Spain e-mail: hello@linguaverse.net 1 J. Pais Zozimo et al. (eds.), Women Writing Socially in Academia, Palgrave Studies in Gender and Education, https://doi.org/10.1007/978-3-031-44977-2_1 Download Complete Ebook By email at etutorsource@gmail.com Download Complete Ebook By email at etutorsource@gmail.com 2 J. P. ZOZIMO ET AL. together online. Social writing—that is, writing with others—was already a lifeline for these facilitators, who understood the power and value that lies in, as Barbara Grant put it in her Foreword, making “time for writing sociality in all its complexities and pleasures.” They caught up, laughed, and shared struggles, fears, achievements, and hopes—whatever was important in coping with the moment. They also discussed ways to foster writing and community with the many academic writers who were facing terrible uncertainty, increased isolation, and, for many women academics, an increase in responsibility and affective labour. This book was born out of those conversations. Women Writing Socially in Academia: Dispatches from Writing Rooms offers a multifaceted perspective on social writing in a volatile, uncertain, and complex world, with contributions from writing retreat facilitators writing from Europe, North America, and Australasia. All contributors are women, as most writing retreat facilitators and attendees are, and gendered reality is at the book’s core. Social writing counters gendered norms of writing, particularly in academia. It creates a collective space, led by women, but not only for women. The structure is flat, accommodating, and inclusive; it is interdisciplinary and intersectional, and includes voices and identities that are marginalized in “mainstream” academia. The contributions show how social writing provides a structure that is grounding but also flexible enough to adapt to rapidly changing circumstances, particularly for women whose work and lives were pushed into online spaces by Covid-19. Themes include gender dynamics in social writing; materiality and emotion in writing spaces; isolation and community; resilience, safety, exploration; writers’ journeys; what stays unsaid and unwritten; and balancing the personal and professional. This book focuses on personal experiences of women from both the edges and the centre of higher education and gives voice to topics delegated to the margins: bodies, movement/immobility, and wellbeing; pregnancy, motherhood, and work-life balance; anxiety and mental health; care, hospitality, and affective labour; modes of linguistic expression; alternative family and queer-led spaces. Our book purposefully entwines these polyphonic voices to tell a story of writing retreat as a space for leadership, empowerment, and joy. The book showcases perspectives on facilitating retreats and other structured writing models based on or inspired by Murray’s social writing framework (Murray 2015): in-person or online; before, during, or after Covid-19 Download Complete Ebook By email at etutorsource@gmail.com We Don’t reply in this website, you need to contact by email for all chapters Instant download. Just send email and get all chapters download. Get all Chapters For E-books Instant Download by email at etutorsource@gmail.com You can also order by WhatsApp https://api.whatsapp.com/send/?phone=%2B447507735190&text&type=ph one_number&app_absent=0 Send email or WhatsApp with complete Book title, Edition Number and Author Name. Download Complete Ebook By email at etutorsource@gmail.com 1 INTRODUCTION: FROM OUR WRITING ROOMS TO YOURS 3 lockdowns; supporting writers at all career stages in contexts across Europe, in academia, and beyond. It integrates conceptions of social writing into our practice of writing, facilitating, and combining these two roles. As we write, our diverse identities intersect. Gender is a key factor in how, why, what, when, and where we write—and who we write with. The contributors to this book draw on their experience working with a range of writers, from peer-led doctoral student groups to meetings of academics with decades of publication history. Most of us are based in higher education institutions, and we are situated in a range of disciplines, from education to theology. Many of the writing groups we facilitate are multilingual and intercultural, if not intercontinental. While theory and research are present, the book’s focus is on exploring, reflecting on, and sharing purpose and practice through a qualitative and narrative lens, a perspective that has been—often necessarily—downplayed in much of the research literature on structured and social writing in higher education. The book meets the need to enable women’s capacity, especially in academic settings, to structure their own writing practice and that of others in the community. It expands current perspectives on social writing beyond its core context in English-speaking countries to multilingual contexts from Spain and the Netherlands to Finland and Estonia, identifying fruitful areas for future interdisciplinary research, nexuses of social and academic practice, and strategies for situated social learning through a feminist lens, bringing women from the margins to the centre. This is all the more crucial now, when the average woman academic with children is losing an hour of research and writing time every day due to the exacerbating effects of the Covid-19 pandemic (Gewin 2021), the impact of which will be felt for decades. The structure of social writing is flexible—like a net, rather than a grille. As the contributors to this volume show, it can stretch and adapt to enable, rather than restrict, writers’ individual and collective circumstances. From the cloister to Twitter, from the kitchen table to the office, writers have adapted the structured model, together, to work for rather than against their wellbeing, to both write well and be well. The contributions span all stages in the lifecycle of social writing, from the tensions and crises that forced us to change how we write, alone and socially, to the ways we found to resolve these issues, including practical applications that can be taken into other contexts. Many contributors explore how the forced transition from in-person to online working had an immediate impact on the rooms we write in and on our writing. The Download Complete Ebook By email at etutorsource@gmail.com Download Complete Ebook By email at etutorsource@gmail.com 4 J. P. ZOZIMO ET AL. authors share creative solutions: they analyse and reflect on what works, and why, in facilitating social writing practice and community under pressure and in the face of rapidly evolving realities. The chapters are interspersed with practical applications: ready-to-use, tried-and-tested exercises, sketches, and tips for groups and individuals to get their writing started, move it forward, or approach it in a new way. Contributors share proposals for applying the insights and experiences of these writers in other contexts to promote physical, cognitive, and social wellbeing, connection, and empowerment. The three sections the chapters are grouped into echo the three components of Rowena Murray’s Social Writing Framework as developed in Writing in Social Spaces (2015) and in her chapter in The Positioning and Making of Female Professors: Pushing Career Advancement Open (2019). “The framework shows the writing process as a social process. It represents writing in terms of potential relationships with and between concepts, places, people and objects. Its purpose was to bring all these elements and relationships into our understanding of ‘writing’. Writing is not just about text, but about creating writing-oriented contexts” (2019, 96). Because a writing-oriented context needs to acknowledge the whole person writing the text, the framework’s components naturally overlap and intersect. The framework “unifies the identities of writer, researcher, academic, professional, person, partner, parent, athlete etc.—it does not separate out these roles” because “all parts of me are involved in my writing” (Murray 2015, 129). In a framework based on the whole person and potential relationships involved in writing, it is important to acknowledge that “affect is what sticks, or what sustains or preserves the connection between ideas, values, and objects” (Ahmed 2010, 199). Therefore, in this book, we make the “affective” aspects of social writing explicit in the second component. Despite the connected nature of social writing, dividing the framework into three components is still useful: in relating a particular experience of facilitating social and academic writing, each chapter speaks to one predominant component. The three components of the social writing framework provide the titles for the three sections of the book. The authors in Part I, “Physical Support and Wellbeing,” explore the physical component of social writing and how they construct environments that sustain wellbeing. In Part II, “Cognitive and Affective Connections,” the contributors address the cognitive component, showing how they help writers transfer goals into targets and find solutions. They also address the affective Download Complete Ebook By email at etutorsource@gmail.com Download Complete Ebook By email at etutorsource@gmail.com 1 INTRODUCTION: FROM OUR WRITING ROOMS TO YOURS 5 dimension of writing: how writers feel about their writing is as important as how they think about it. In Part III, “Social Interactions and Relations,” the focus is primarily on the social component, that is, on forging relationships and interactions in conversation with other writers. Part I centres the physical and wellbeing aspects of social writing and brings in dispatches from three continents. All four authors in this section face the challenge of bringing bodily realities into writing. In Chap. 2, “Look Out! Navigating Multiple Spaces to Sustain the Benefits of Writing Retreats,” Rowena Murray, writing from Scotland, discusses fear and anxiety, and safety and power. Murray shows how the Writing Meeting works for writers to navigate the gendered spaces of academia as a practical way of creating protected space for writing in less accommodating academic contexts. Why is it that mainly women attend writing retreats? Murray reflects on many conversations about the naming, format, leadership, purpose, and values of writing retreats and how these spaces, and the writers in them, may be viewed from other spaces. Murray proposes that we make uncoupling from and linking back to other spaces an active, managed process. In Chap. 3, “Thoughts on folklore,” Lucy Hinnie, writing between Canada and Scotland, introduces her term “compassionate productivity” to describe navigating remote retreat in times of strife. Hinnie introduced #remoteretreat on Twitter in 2018, adapting the structured writing retreat model for a virtual world much earlier than most. She addresses two questions: what can we do when “remote” is no longer optional? How can we equip ourselves to thrive in challenging times? In a culture of productivity, Hinnie seeks to reframe writing not so much as a measure of worth but as a practice of care. In Chap. 4, “Don’t Starve: Change the Recipe,” Jess Kelley, writing from Australia, writes about transitions: writing, pregnancy, and new motherhood. She shares a personal recipe from her writing facilitator’s cookbook. Before that, she explains how she created her recipe by sustaining structured writing retreats in a time of intense personal, professional, and global transitions. Kelley describes the resistance and enthusiasm around the move from offline to online writing, and the need for parents to integrate their writing with childcare. She makes explicit the personal life challenges writers deal with behind the public face at work and on screen. The online retreats can provide surprisingly intimate spaces and have become a norm—is it time for a parent retreat? Download Complete Ebook By email at etutorsource@gmail.com Download Complete Ebook By email at etutorsource@gmail.com 6 J. P. ZOZIMO ET AL. In Chap. 5, “Retreat in Daily Life: Integrating Writing into Work and Life,” Kate Sotejeff-Wilson, writing from Finland, brings a multilingual, queer, and pastoral theological perspective to concepts of retreat, work-­ life balance, and affective labour. Writers face multiple challenges to carve out rooms of their own. Sotejeff-Wilson shares her experience of creating space that counters the cis male straight dominance of academic culture to embrace diverse genders, sexualities, and languages. Surprisingly, a Christian concept helps here: the retreat in daily life. Rather than the ultimate “getting away to focus inwards” of an Ignatian silent retreat, for most, it is more realistic to have brief daily input over a sustained period. A small, regular community can maintain the “retreat” aspect of writing in rooms we make our own. Part II, on the cognitive and affective aspects of social writing, analyses how the social writing model works both within and adjacent to academic institutions. The authors of the four chapters suggest that structured writing sessions mutually benefit academics and improve outcomes in text production outside an institutional setting. In doing so, the contributors of these chapters tapped into their real-life situated contexts to critically reflect on their roles and identities, in some cases overlapping facilitation or co-facilitation and writing. In Chap. 6, “Some Kind of Writer: The Writer Spectrum, and a (Not-­ Magic) Formula for Development,” Sarah Haas explains her model for skill development in reluctant or covert writers. In her work at Ghent and Copenhagen universities and in the US, she has gathered data on how writers feel about their writing. In conversations with PhD writers in STEM disciplines, she found what are sometimes seen as intrinsic gender-­ related traits and the idea that “writing is either in you or it’s not.” She suggests ways to demystify the writing process. In Chap. 7, “Coaching Interventions in Writing Retreats: A Creativity Boost,” Natalie Lancer, writing from London, England, presents her method of coaching interventions in social writing. She brings her experience as a chartered psychologist to encourage writers to feel more confident about their work. Through her boost exercises, she has been supporting networks of writers in unlocking their creativity during the writing process. In Chap. 8, “Adapting the Structured Model, Developing Researchers, and Facilitating Your Own Productivity as a Writer,” Jo Garrick, writing from England, explains how the Northern Advanced Research Training Initiative and Leeds University Business School build writer capacity Download Complete Ebook By email at etutorsource@gmail.com Download Complete Ebook By email at etutorsource@gmail.com 1 INTRODUCTION: FROM OUR WRITING ROOMS TO YOURS 7 within and between institutions. Garrick gives a depicted account on achieving productivity as a facilitator, a researcher development, and retreat audience. Chapter 9, “Different Layers of Togetherness: Virtual Writing Sessions During and After Covid-19,” describes Katarina Damčević’s personal experiences of facilitating virtual structured writing retreats, group, and one-on-one writing sessions in Estonia and how notions of wellbeing, collaboration, and support emerged during her virtual writing retreats. Being isolated but simultaneously connected has opened space for exploring different ways of facilitating, collaborating, and creating support networks for graduate students and researchers. The chapters in Part III show what can happen when women from different backgrounds and located in different places relative to the academic centre enter structured writing spaces and engage in conversation about ways to write, ways to lead, and ways to (be) empower(ed). The contributors are women who engage with academic writers located at a remove from the hegemonic Anglosphere core of academia, being from institutions outside the Anglosphere or members of communities of practice outside of but aligned with the academy. In each case, structured and socially supported writing has been a mechanism that has allowed them and their co-participants to approach and engage more directly with the core and simultaneously keep a foothold in their own local, personal, and professional context. In Chap. 10, “Transferring Social Writing Practices to Our Communities in Finnish Universities,” Camilla Lindholm and Johanna Isosävi describe their work in bringing structured and social writing into the Finnish university context as a legitimate academic activity and how they met the needs of writers at different levels, including two master’s courses, where the practice of social writing is integrated into each course’s curriculum. They document their processes, the feedback they received, and how the Covid-19 pandemic opened alternative ways for scholars to write socially even when circumstances shut people outside their regular writing places. In Chap. 11, “Becoming a Facilitator: Finding My Own Delivery Style Through Opportunities and Challenges,” Marcella Sutcliffe describes her journey from solitary academic writer to writing retreat facilitator, and how harnessing her family home and local community in the north of England gave her and her retreaters new ways to share ideas and create community among themselves and with the wider public. In her quest to Download Complete Ebook By email at etutorsource@gmail.com We Don’t reply in this website, you need to contact by email for all chapters Instant download. Just send email and get all chapters download. Get all Chapters For E-books Instant Download by email at etutorsource@gmail.com You can also order by WhatsApp https://api.whatsapp.com/send/?phone=%2B447507735190&text&type=ph one_number&app_absent=0 Send email or WhatsApp with complete Book title, Edition Number and Author Name. Download Complete Ebook By email at etutorsource@gmail.com 8 J. P. ZOZIMO ET AL. help other academic women find time and space to write and connect, Sutcliffe uncovered her skill as a convener and a writer. In Chap. 12, “Linguistic Care Work in Proximal Zones: Towards Allied Author–Editor Critical Agency,” Theresa Truax-Gischler gives an autoethnographic account of how the lockdown period in 2020 in the Netherlands required new ways of engaging in multimodal communication with her nonspeaking daughter and how insights into linguistic agency and linguistic care work in the personal arena were fruitfully applied to the professional arena. Lockdown similarly spurred her to co-work online with a microgroup of multilingual and transnational women scholars. This shared space was a way for the authors and editors to form alliances and share their myriad ways of expressing and creating meaning. In going beyond the surface of what constitutes normative academic communication, scholars develop the critical agency that lets them navigate a hegemonic and monolingual research and publication paradigm. Lastly, in Chap. 13, “Meetings at the Textface: What Academics and Language Professionals Gain When They Team Up and Adopt a Social Writing Approach to Academic Text Production,” Wendy Baldwin presents an adaptation of the structured writing model that allows academics and language professionals to work on their respective academic text output side by side and over the long term. Writing from Spain, she shows how pairing up members of these related communities of practice opens up fertile terrain for cross-pollination, where near-peers can share approaches to and understandings of academic writing and benefit from opportunities for incidental learning. Writing socially empowers us as women in academia, and we hope this book will do the same for our readers. The practices discussed in the chapters have the potential to reshape our conceptual approach to social writing in the future. The authors of the chapters in Part I take an intersectional and integrated approach to writing that works with, rather than against, daily life. Writers bring their bodies and whole selves to their writing. As Murray puts it, “Writing Meetings will not create systemic change, but they can provide alternative spaces.” Hinnie shows that an “intersectional, inclusive” model of productivity is possible. Kelley stresses the balance between the “feast” of in-person retreats and “regular nutrition” of shorter online social writing sessions. Sotejeff-Wilson concludes, “it’s the community that helps you grow.” Download Complete Ebook By email at etutorsource@gmail.com Download Complete Ebook By email at etutorsource@gmail.com 1 INTRODUCTION: FROM OUR WRITING ROOMS TO YOURS 9 The authors of the chapters in Part II illustrate that moving forward on our writing journeys knows no borders. This is important because in the current writing culture, women, in particular, but all writers, in general, avoid sharing their fears, vulnerabilities, and challenges. The chapters in Part II describe different writing models in action and reinforce the key message that structured social writing is far from being a one-off model to compensate for a “deficit.” A social and holistic writing mindset tends to generate more reflection, depth, authenticity, and transparency in writers—overall an interior journey towards their truth. As for the affective component of the section, the narratives manifest an explicit realization of the self and one’s identity as a writer (“real or not so real,” using Haas’s words) that can sustain, transform, and craft some writers’ practice. This is a mindful approach to writing, using Lancer’s creativity boost exercises, Garrick’s building writing capacity in an institutional setting, or, in Damčević’s words, “the world of writing together.” The authors of the chapters in Part III show how dynamic social writing can be. Baldwin shows that writing regularly together can give academics and language professionals “boosts from a near-peer partner”; Truax-Gischler finds “heterogeneous proximal zones of mutual care” in writing socially; Sutcliffe develops creative new ways for women in academia to connect; Lindholm and Isosävi emphasize the aspect of “leadership in social writing.” It is our hope that this volume will help academic—and academy-­ adjacent—writers in a number of ways. Fundamentally, we want more writers to have the option to write socially and more facilitators to create spaces for this to happen. Given the realities of the hegemonic, neoliberal university and the wide range of often high-stakes writing that is required (Thompson 2023), social writing for academic purposes in its myriad forms gives writers access to (near-) peer-led spaces, structures, and support that focus on this critical and institutionally under-supported task. Writers situated outside the academic core—for example, women; gender-nonconforming, trans and queer people; writers on the periphery of academia due to race, class, or disability; those just starting out in academia—may have even greater need of these co-created writing spaces and whole-writer support. As multilingual facilitators representing a range of intersecting identities and disciplines, we are attuned to the way that social writing travels beyond geographies, cultures, backgrounds, disciplinary contexts, and languages. Multilingual writers need spaces that play to the strengths of Download Complete Ebook By email at etutorsource@gmail.com Download Complete Ebook By email at etutorsource@gmail.com 10 J. P. ZOZIMO ET AL. the languages in which they think and write best. Facilitators can actively create multilingual writing spaces that counterbalance the dominance of English in academic publishing. Writing, facilitation, and conversation don’t have to be (only) in English; facilitators can encourage writers to call on the whole breadth of their linguistic and expressive ability and harness it for the purposes at hand (Sotejeff-Wilson 2023, 98). On a more radical level, we want writers to find joy in writing. By writing within a protected community on terms that are their own, writers, in general, and women, in particular, become empowered, build resilience, and reconnect with their purpose for writing. They can dare to enjoy their writing practice, dare to bring happiness to their writing ecosystems, and dare to humanize academia and other academic networks (Pais Zozimo 2022). Finally, it is our hope that the experiences related across the volume will inspire writers to create a form of social writing that works for them. Structured social writing that integrates writers’ local, personal, and professional contexts is a lasting model that has a wealth of benefits. As the contributions to this volume show, the social writing framework is robust enough to accommodate new ways of writing socially. Creating a space and community to write together gives writers strength for themselves and to challenge unequal power structures, wherever they write. References Ahmed, Sara. 2010. The Promise of Happiness. Durham: Duke University Press. Gewin, Virginia. 2021. Pandemic Burnout Is Rampant in Academia. Nature 591 (7850): 489–491. https://doi.org/10.1038/d41586-­021-­00663-­2. Murray, Rowena. 2015. Writing in Social Spaces: A Social Processes Approach to Academic Writing. London: Routledge. Murray, Rowena, and Denise Mifsud, Eds. 2019. The Positioning and Making of Female Professors. Pushing Career Advancement Open. Palgrave Studies in Gender and Education, Palgrave Macmillan. https://doi.org/10.1007/ 978-­3-­030-­26187-­0. Pais Zozimo, J. 2022. Healthy Writing Retreats: Dare to Enjoy Your Writing and Joy Will Abound! Bear With Me and Try it Out. RECIRCULATE. https:// recirculate.global/the-­flow/recirculate-­writing-­retreats/. Sotejeff-Wilson, Kate. 2023. Ole lasna: kasvokkaisten kirjoitusretriitien ilot ja haasteet [Be Present: Challenges and Joys of In-Person Retreats]. In Opas yhteisölliseen kirjoittamiseen [A Guide to Social Writing], ed. Johanna Isosävi and Camilla Lindholm, 97–99. Helsinki: Art House. Thompson, Pat. 2023. Academic Writing—It’s a Lot. Patter (blog). July 10. https://patthomson.net/2023/07/10/academic-­writing-­its-­a-­lot/. Accessed 10 July 2023. Download Complete Ebook By email at etutorsource@gmail.com Download Complete Ebook By email at etutorsource@gmail.com PART I Physical Support and Wellbeing Download Complete Ebook By email at etutorsource@gmail.com We Don’t reply in this website, you need to contact by email for all chapters Instant download. Just send email and get all chapters download. Get all Chapters For E-books Instant Download by email at etutorsource@gmail.com You can also order by WhatsApp https://api.whatsapp.com/send/?phone=%2B447507735190&text&type=ph one_number&app_absent=0 Send email or WhatsApp with complete Book title, Edition Number and Author Name.
