Pedagogy of peers: Cultivating writing retreats as communities of academic writing practice

Abstract

Pressure related to research publication output continues, heightened by growing numbers of early career academics. Writing retreats, designed around the pedagogy of community of practice, have potential to initiate early career academics into core academic practices including peer review, and draw them into the community of 'academics as writers'. However, a series of four semi-structured writing retreats based on this pedagogy revealed that supporting novice writers' trajectory of progress from peripheral through to expert participation is challenging. Careful attention must be paid to balancing the design of the retreat, the 'construction' of the retreat community of practice and the engagement of participants on retreat. Skilfully managed, these writing retreats can support academic writing development, and deliver benefits to academics, from novice to established, that include enhanced research publication output, strengthened academic identity as writers and a motivated community of practice extending beyond the writing retreats.

Developing academic wellbeing through writing retreats

“…Retreating provides a way to disconnect from regular commitments with the specific purpose of thinking and writing. Literature on academic writing retreats focusses on a particular way of retreating in a group around a programme that is designed to enable people to write on their own in a group setting (Benvenuti, 2017;Grant, 2006;Jackson, 2009;Kent et al, 2017;Kornhaber et al, 2016;Moore, 2003;Moore, Murphy and Murray;2010;Murray 2015;Murray and Newton, 2009;Papen, and Thériault, 2018;Southwood, 2017;Swaggerty et al, 2011). Retreating together enables support, discussion and shared reflection offering an immersive experience, "affording conducive environments for academic engagement with writing" (Southwood, 2017: 17).…”

“…Jackson ( 2009) Moore ( 2003) and Southwood (2017) discuss the importance of healthy and relaxing activities such as yoga and walking. Social eating is commonly mentioned (including Benvenuti, 2017;Jackson, 2009;Southwood, 2017;and Swaggerty et al, 2011) and the value of pleasant physical environments are identified by Grant (2006), Kent et al (2017), Moore (2003), Murray and Newton (2009), and Southwood (2017). These papers do not explicitly discuss the wellbeing literature but notions of personal, subjective and relational wellbeing are apparent.…”

“…Academic writing retreats can help to develop relational wellbeing in that they bring people together, enabling them to connect and interact around common interests and similar challenges. The importance of the writing community is discussed in the retreat literature with participants benefiting from co-presence and interaction (Benvenuti, 2017;Murray and Newton, 2009;Kent et al, 2017;Southwood, 2017). Awareness of the relational aspects of wellbeing meant that when designing each retreat attention was given to developing varied opportunities for social interaction and connection.…”

“…Yoga is mentioned in the retreat literature by Moore (2003) as an antidote to "the physical discomforts of writing" (2003:339) and by Southwood (2017) in terms of its contemplative aspects which are seen to complement writing. More commonly papers on writing retreats identify walking as a complementary activity to the main writing task (including Benvenuti, 2017 andSouthwood, 2017) but the links between walking and general wellbeing are not explicitly considered. In the wider literature much has been written about walking and wellbeing (including Doughty, 2013;Gatrell, 2013;Green,2009;Olafsdottir, 2013;Stevenson and Farrell, 2018).…”

“…Stepping away from day-to-day responsibilities provided time not just to engage with writing but to notice their surroundings, people in their group and the food that they ate. Aspects of noticing are apparent in the retreat literature and many residential writing retreats are located in rural environments which are perceived to be beautiful or tranquil (Benvenuti, 2017;Grant, 2006;Kent et al, 2017;Murray and Newton, 2009;Southwood, 2017). Natural, calm and peaceful environments are associated with concentration and contemplation, "a stimulant for deeper thought and engagement" (Southwood, 2017: 24) and are related to creativity, thinking and positive emotions.…”