Doing Academia Differently: Loosening the Boundaries of Our Disciplining Writing Practices

Abstract

In this article, I explore questions of pedagogy and knowledge-writing practices in their relation to knowledge production. Starting from the observation that different styles of writing are present in our work, but many of them are systematically pushed back and mis-read as non-academic, the article brings to the fore a discussion on the direct relationship between practices of knowledge-writing and those modes of knowing that escape the linear and propositional academic style while still being part of how knowledge comes into being. Following a tradition of intersectional feminist epistemologies, I engage with questions of epistemologies and critical pedagogies, speaking to and with several generations of scholars who address and work with questions of diversity and knowledge production that are seminal within International Relations (IR), yet underexplored from the perspective of knowledge-writing practices.

Miss Be, Her Red Threads, and the Others. A Story about Social Justice and the Appreciation of Visual Art in Research Practice

“…After selecting the sources that inspired me to answer the question how art-based communities can foster social justice for people with intellectual disability/ learning disability I chose for a creative academic writing process. This helps to connect to inner thoughts and longings (Beauchamps, 2021) and can gave inner space for the complexity of feelings, images, and intuitions (Franke, 2015;Beauchamps, 2021).…”