The Self

Hunt, Celia; Sampson, Fiona

doi:10.1007/978-0-230-20460-7_2

Cited by 3 publications

(3 citation statements)

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“…Reflexivity, instead, goes beyond the merely cognitive process, to encompass the impossibility of total awareness, the messiness and difficulty of knowing and transforming, and the role of soul work and mythopoetic processes in learning (Dirkx, 2012). Creative, narrative, and metaphorical writing, then—as forms of presentational knowing—are used to communicate beyond consciousness and to sustain the transformation of self (Hunt, 2013; Hunt & Sampson, 2006).…”

Section: Our Emerging Method: a Cross-media Composition For Reflectiomentioning

confidence: 99%

Multiple Visions, Multiple Voices: A Dialogic Methodology for Teaching in Higher Education

Formenti

Jorio

2018

Journal of Transformative Education

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This article aims at contributing to the development of teaching methodologies which can foster transformative learning in higher education. It presents a workshop experience, embedded in an undergraduate course, whereby active and dialogic methodology was designed to support the students in maturing self-awareness about their epistemologies and perspectives. The workshop used video narrative as language that allows exploration of the students’ assumptions and the cross-media portfolio to support the learning process in its unfolding. In the first part of the article, we introduce the theoretical frame and contextual premises of the workshop and our different contributions to this study. Then we describe our methodology, through its multiple—visual, narrative, reflective, and reflexive—layers. Finally, we use dialogue to analyze a student’s cross-media portfolio, as an in-depth example of the methodology employed. Our analysis illustrates the complexity and learning potential of this experience of transformative learning practices beyond self-report.

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Section: Our Emerging Method: a Cross-media Composition For Reflectiomentioning

confidence: 99%

Multiple Visions, Multiple Voices: A Dialogic Methodology for Teaching in Higher Education

Formenti

Jorio

2018

Journal of Transformative Education

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“…This therapeutic technique has helped to heal, instil confidence, educate and empower the service users (Bolton et al . , 2006, Hunt and Sampson, 2006) in preparation for their new role as researchers (Wilson et al . , 2010).…”

Section: The Group’s Activitiesmentioning

confidence: 99%

Setting up a mental health service user research group: a process paper

Fothergill

Mitchell²,

Lipp

et al. 2012

Journal of Research in Nursing

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It is claimed that the involvement of mental health service users in research remains fragmented, and expertise in involving service users is still developing. This paper explains how a group of mental health service users and carers formed a Research Development Group in Wales. This is a process paper which describes how the group was established and funded as part of the United Kingdom Clinical Research Networks. It explores the rationale for a Mental Health Service User and Carer Partnership Research Development Group and the challenges experienced in setting up the group, including activities such as a current research project. This project involves collaboration between group members and nurses from a local National Health Service Trust, which is helping to build research capacity. This project is used to illustrate the issues raised, and we provide critical reflections of this process. The power balances that posed challenges to a group of this type are explored and ways to overcome them are suggested. The research group is still in its infancy but has aspirations to move from being a user involvement group to a user-led group incorporating the differing viewpoints and promoting an equal contribution from its members.

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“…Known or lived plots and settings can be evolved and adapted, established narratives can be mapped onto our own experiences as a way of reclaiming and even better understanding our lives and events that are often too difficult to let out of the box. Celia Hunt describes this method of storying the self as a way of writing that draws on personal memories without worrying about absolute truths or facts, instead portraying a sense of the feelings and memories via a creative text (poetry, prose, graphic novel but also image and textile too) intended for publication 31 . In this way, we contain our memories and create new narratives for our lives.…”

Section: Introductionmentioning

confidence: 99%

Storying Autobiographical Experiences with Gender-Based Violence

Moriarty¹,

Parks²

2022

Journal of Autoethnography

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In earlier work1 collaborative autoethnography was identified as a viable methodology for researching stories that drew on lived experiences with domestic abuse. Collaborative autoethnography offers a method of working with women outside of academia who have experienced gender-based violence (GBV) and including them as co-researchers whose writings can and should be valued as academic research. In this article, also a collaborative autoethnography, the authors explore methods for storying autobiographical experiences of GBV as a potential way of reclaiming stories whilst navigating the legal, ethical, and moral dilemmas sometimes associated with autobiographical writing that might help to make these stories less difficult to write, and also read, avoiding stereotypes that have led to critique around battle-weary narratives of GBV2 and bad romance tropes.3 The authors argue that evocative texts drawing on lived experiences but layering the real with the imaginary, the remembered with the fictitious, can be more accessible to read and write. Cook and Fonow4 argue that feminist work is often creative and spontaneous, and this article will detail writing methods that were shared by the authors in creative workshops with survivors of GBV as part of a project funded by the Arts and Humanities Research Council (AHRC).5 They also share examples of their own stories that have been inspired by this approach as well as the challenges and motivations of working in this way.

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The Self

Cited by 3 publications

References 0 publications

Multiple Visions, Multiple Voices: A Dialogic Methodology for Teaching in Higher Education

Multiple Visions, Multiple Voices: A Dialogic Methodology for Teaching in Higher Education

Setting up a mental health service user research group: a process paper

Storying Autobiographical Experiences with Gender-Based Violence

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