Abstract
This chapter uses stories as a prompt to inquire into an all too familiar process of editing, in particular, what editing produces through the processes involved in academic writing. The stories ‘map’ the territory of editing, with an invitation to the reader to make meanings through their own ‘explorations’ of the experiences. Years of the editing and feedback loop in academia works to produce ‘experts’ – with ways of writing, and reading. Knowledge production can become secondary to the ‘mastery’ of a particular set of skills that enable publication.
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Notes
- 1.
In “Working the Ruins: Feminist Poststructural Theory and Methods in Education” St Pierre and Pillow (2000) examine the use of the ‘aside’ as a nomadic space, a space to enable ‘messy work’, and in this chapter, I use the aside as another thread weaving through the entanglements of this inquiry into the processes of writing, and the work that editing does.
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McArdle, F. (2019). Editing Academic Writing: Productive Erosion and Corrosive Processes. In: Thomas, L.M., Reinertsen, A.B. (eds) Academic Writing and Identity Constructions. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-01674-6_4
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