Novel readings
The history of a writing community by a partial, prejudiced, & ignorant Historian
Bibliographic Data
| ID | 12712878 |
|---|---|
| Authors | Virginia King (0000-0003-2090-7382, Coventry University, corresponding author) |
| Year | 2012 |
| Volume | 12 |
| Issue | 1 |
| Pages | 88-104 |
| Publication date | 2012-12-12 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Arts and Humanities in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1474-0222 • E-ISSN: 1741-265X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1474022212467587 |
| OpenAlex | W1986969138 |
| Language | EN |
| References cited | 27 |
In this article, I explore the history of a higher education writing community from its establishment in 2005 to the present day. In order to provide a model of community development which may be generalizable, this inherently ‘partial’ and ‘prejudiced’ autoenthnographic account is framed by themes taken from three of the novels of Jane Austen (1775–1817) which mirror the transitions in the community’s development. These transitions, ‘Pride and Prejudice’, ‘Sense and Sensibility’ and ‘Persuasion’, enhance an existing three-phase model of research group impact which comprised ‘Awareness’, ‘Exploring wider effects’ and ‘Adaptation and extension’ by articulating the social and cultural means through which we evolved from one phase to the next. My reflections lead me to make three recommendations for community survival. These are to create alliances with external researchers, to balance collegiality and strategic research endeavour, and to recruit and nurture doctoral students
Aesthetics · Collegiality · Nature versus nurture · Pedagogy · Persuasion · Political science · Prejudice (legal term · Pride · Sensibility · Sociology · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Law · Management and Organizational Studies · Psychology · Social Psychology
Communities of Practice
Metaphors We Live By
Organizational Learning and Communities-of-Practice
The reflective practitioner
The Discovery of Grounded Theory
Ethnography
Making an ‘impact’
The Universities and the Challenge of Realism
Kindness in pedagogical practice and academic life
Professors as intellectual leaders
Situated Learning
Analytic Autoethnography, or Déjà Vu all Over Again
| Highly cited | No |
|---|