Making space to write ‘care-fully’: Engaged responses to the institutional politics of research writing

Abstract

As pressures around academic writing mount, human geographers have developed critical strategies to resist and rework the institutional politics of research writing. Overlooked, until now, is the role of pedagogy. We advance an engaged pedagogy of research writing and use this concept to propose three practical strategies: (1) understanding writing as social practice; (2) reimagining the temporalities of writing; and, (3) reimagining the spatialities of writing. We argue that an engaged pedagogical approach expands the possibilities of how human geographers can critically and practically respond to the institutional politics of research writing.

Multiple binds and forbidden pleasures: Writing as poaching at French universities

“…Our poaching practices for “engaged pedagogies of writing” (Dufty-Jones and Gibson, 2021) are not limited to the Menthonnex retreat, as we also try to open up other spaces for writing. Our tactics are collective, embedded, and opportunistic.…”

“…They just want us to be published in ranked journals. Practicing “engaged pedagogies of writing” (Dufty-Jones and Gibson, 2021) requires acknowledging and working within these layered multiple binds. This entails carving an interstitial space for writing, collectively, and engaging in “poaching tactics” ( braconnage , De Certeau, 1980) comprising poaching time, poaching space, and poaching resources.…”

Encadrer des thèses : d’abord, ne pas nuire. (2) Diriger c’est enseigner

“…Il faut aussi prendre en charge l'impact émotionnel et donner les ressources pour préparer la révision du texte. Bref, un apprentissage de l'écriture qui soit guidé par une véritable pédagogie engagée (relevant à la fois du care et de la critique), comme excellemment recommandé parDufty-Jones et Gibson (2021). Une fois le texte publié, il faut célébrer cet accomplissement et travailler à faire connaître et vivre ces textes dans nos réseaux et nos propres productions.…”

Writing geography: Teaching research writing and storytelling in the discipline

“…I encourage the students to use these professors’ writing as an inspiration. In doing so, I realize I am partly contributing to the neoliberal academy's focus on high-impact journals to measure a professor's worth (Dufty-Jones, 2020; Dufty-Jones and Gibson, 2021). Nevertheless, I want to demonstrate that this sort of writing is not some sort of aberration but practiced by leading geographers in the discipline in our most respected journals.…”

“…Yet perhaps the greatest benefit of the seminar and the writing workshops championed by other geographers is that they offer spaces for students to experiment with different writing styles, take risks, and hone their craft (Cameron et al, 2009; DeLyser, 2003; Dufty-Jones and Gibson, 2021). Indeed, seeing writing as a craft worth nurturing might enable students to view it as a skill to cultivate rather than just a means to finish their degrees, draft articles for publication, and advance their careers.…”