Troubling transitions and celebrating becomings: from pathway to rhizome

Gravett, Karen

doi:10.1080/03075079.2019.1691162

Cited by 40 publications

(28 citation statements)

References 46 publications

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“…These findings underscore recent cautions around homogenising the student experience, instead seeking to recognise students' nuanced and individual experiences (e.g. Balloo, 2018;Gravett, 2019;Lygo-Baker et al, 2019).…”

Section: Discussionmentioning

confidence: 54%

Who stands to benefit? Wellbeing, belonging and challenges to equity in engagement in extra-curricular activities at university

Winstone

Balloo

Gravett

et al. 2020

Active Learning in Higher Education

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Naomi Winstone is a Reader in Higher Education at the University of Surrey. As a cognitive psychologist, her research focuses on the application of psychological theory to higher education research, particularly in the areas of assessment and feedback, and student transitions.Kieran Balloo is a Lecturer in the Department of Higher Education at the University of Surrey. His research broadly focuses on scrutinising the 'student experience' through examining: student transitions; how students regulate their own and others' learning; and assessment and feedback.

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Section: Discussionmentioning

confidence: 54%

Who stands to benefit? Wellbeing, belonging and challenges to equity in engagement in extra-curricular activities at university

Winstone

Balloo

Gravett

et al. 2020

Active Learning in Higher Education

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“…Neither Alexis nor Jamie expected or could have predicted the ways their partnership would affirm Jamie's inclusive practices or foster both partners' sense of inclusion. Finally, Alexis's and Jamie's experiences substantiate Karen Gravett's [13] reconceptualization of transitions as perpetual processes of becoming, a reconceptualization that draws on both Meyer and Land's and Deleuze and Guattari's theories. The relationship-focused, inclusion-oriented partnership Alexis and Jamie created through and as a perpetual process of becoming, worked very intentionally against multiple manifestations of the neoliberal university and for human sustainability.…”

Section: Introductionmentioning

confidence: 77%

While We Are Here: Resisting Hegemony and Fostering Inclusion through Rhizomatic Growth via Student–Faculty Pedagogical Partnership

2020

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Postsecondary educational institutions often struggle to enact their espoused commitments to inclusion. Faculty on temporary appointments and students traditionally underrepresented in and underserved by colleges and universities, in particular, can feel excluded. In this article, we argue that student–faculty pedagogical partnership can help postsecondary institutions better enact their espoused commitments to inclusion by nurturing rhizomatic development for human sustainability. We describe how a student–faculty pedagogical partnership program provides a brave space within which rhizomatic growth can unfold by offering an autoethnographic case study of one faculty–student pair who worked in a semester-long pedagogical partnership through this program. Their work aimed to affirm and extend inclusive practices in the faculty member’s STEM course, and the unexpected intertwining of their paths also served to foster a sense of inclusion for both partners. After an introductory discussion of the partnership program, definition of rhizomatic growth as we use it, and an explanation of our method, the faculty and student partners present their autoethnographic case study by alternating their voices. We focus our discussion and recommendations on how partnership supports rhizomatic growth, inclusion, resistance to hegemony, and human sustainability. Finally, we propose possible directions for future research in each of these areas.

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“…Thus, story completion can be a generative method in enabling researchers to surface what discursive repertoires, systems of dependencies, and cultural resources are available to the author, examining the sense-making that takes place as participants write. In this study, it became apparent during analysis that many of the participants' stories drew upon a repertoire of understandings that referenced conventional discourses surrounding educational transitions, where students have been shown to be often depicted as academically ill-prepared, in need of support to adapt to university life, and as following homogeneous, linear pathways (see Gravett, 2019;Gravett, Kinchin, & Winstone, in press). For example, the students in the stories are often described as having stereotypical difficulties adjusting to university life: "I just feel like I'm not supposed to be here" (P1, first story).…”

Section: Discursive Discovery: What Can Stories Tell Us?mentioning

confidence: 99%

Story Completion: Storying as a Method of Meaning-Making and Discursive Discovery

Gravett

2019

International Journal of Qualitative Methods

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This article focuses on a method of data collection that exists in the margins of qualitative research: story completion. Story completion has a background of usage within disciplines such as psychology, feminist theory, and psychotherapy. However, this method is still uncommon and underutilized and has not been widely put to work as an approach for qualitative education research, despite its rich potential as a tool for accessing participants’ meaning-making. In this article, I argue that story completion can serve as an interesting and flexible method for researchers across the disciplines, particularly for those looking to adopt a post-structuralist lens, concerned with discursive discovery: the surfacing of discourses individuals draw upon to write. I introduce and explain a divergent approach to doing story completion from that described elsewhere in the literature, where a story completion exercise is enhanced by the addition of a traditional semi-structured interview. I also share an experimental approach to data analysis: using a rhizomatic perspective to analyze story completion data. Ultimately, I argue that story completion, the story-mediated interview, and a more experimental analytical approach offer exciting new directions for qualitative researchers to pursue.

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Troubling transitions and celebrating becomings: from pathway to rhizome

Cited by 40 publications

References 46 publications

Who stands to benefit? Wellbeing, belonging and challenges to equity in engagement in extra-curricular activities at university

Who stands to benefit? Wellbeing, belonging and challenges to equity in engagement in extra-curricular activities at university

While We Are Here: Resisting Hegemony and Fostering Inclusion through Rhizomatic Growth via Student–Faculty Pedagogical Partnership

Story Completion: Storying as a Method of Meaning-Making and Discursive Discovery

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