Behaviours in a peer-only creative writing HDR support group: the experiences of two students of colour

Abstract

The experience of the creative writing higher degree research student is unique. The practiceled methodology many candidates apply to their research differs significantly to that of other disciplines, even those arts disciplines where practice is the focus of the research. Student life is further complicated by the need not only to be working towards research publication, but creative publication too. In some instances, feelings of isolation can contribute to HDR students failing to complete their studies. For women of colour, the need for counterspaces in the academy is also apparent. This reflective paper examines and discusses how a peer-only, diverse, horizontalised group facilitates the development of a sense of belonging and critical 'disappearing' relational behaviours that sit outside formal, academic supervisory interaction. Of particular importance in this reflection comes from the perspective of two students of colour. Through conversation with these two current members of the group, this paper discusses the behaviours and outcomes of peer-only support groups for HDR students in creative writing. It examines why HDR students of colour may prefer to seek support outside of the predominantly white formal structures that characterise the academy in Australia, and how such groups could potentially create effective counterspaces for students of colour.