Abstract
While the lives of academics of working-class heritage (WCH) are an increasing source of inquiry, few studies exist which mobilise participatory approaches situating the participants as co-producers of knowledge about their own lived experiences. This proceedings paper discusses a participatory study with eight Russell Group university academics located in the UK. The study mobilised critical storytelling methods to challenge a narrow range of stereotypes which typically represent academics of WCH in deficit tropes (Brook and Michell, 2012; Morley, 2021). In sharing and questioning their stories, an inquiry space emerged to co-produce knowledge aimed at expanding the possibilities of understanding what it means to identify as an academic of WCH. Working collectively with the emergent narrative data, the participants created composite stories representing the diverse, rich complexities of being/becoming an academic of WCH. Aimed at students of WCH considering, or in postgraduate study, the academic and non-academic outputs seek to communicate that academia is a place where people like them exist. The study aligns with pedagogic approaches aimed at providing under-represented social groups with inquiry spaces to co-produce knowledge as part of community development approaches to counter forms of epistemic injustice. The participants shared, critiqued and analysed their lived experiences to comprehend how wider social and cultural factors shaped them. Through this dialogic and reflexive process, a “Third Voice” emerged from contrasting perspectives, producing new understandings of self and shared experiences (Goodson and Gill, 2011: 79). The interrogative process was marked by emotional dissonance, as participants revisited and reconfigured their lived experiences in the presence of each other. In line with the concept of critical hope (Bozalek, Carolissen and Leibowitz, 2014), the participants collectively worked through despair and discomfort to counter reductive caricatures of academics of WCH through stories celebrating the contributions they, and others, have made to academia and beyond. Based on the outcomes of the study to date, the authors consider possibilities for this approach to create SoTL communities through forms of narrative participatory inquiry. Through a series of reflective prompts, audience members are asked to contribute thoughts and questions to generate dialogue aimed at developing the approach further.
Original language | English |
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Title of host publication | EuroSoTL 2022 |
Subtitle of host publication | proceedings |
Place of Publication | Manchester |
Publisher | Manchester Metropolitan University |
Pages | 37-41 |
Number of pages | 5 |
Publication status | Published - 2022 |
Event | EuroSoTl 2022, the European Conference of the Scholarship of Teaching and Learning - Manchester Metropolitan University, Manchester, United Kingdom Duration: 16 Jun 2022 → 17 Jun 2022 https://utaresources.mmu.ac.uk/euro_sotl/index.php |
Conference
Conference | EuroSoTl 2022, the European Conference of the Scholarship of Teaching and Learning |
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Country/Territory | United Kingdom |
City | Manchester |
Period | 16/06/22 → 17/06/22 |
Internet address |
Keywords
- Working class heritage
- Critical storytelling
- Epistemic confidence
- Epistemic injustice