Advertisement

Territories and Categories of Academic Writer: Possibilizing Through the Act/Art of Writing

  • Louise M. Thomas
Chapter

Abstract

Working with ideas drawn from Foucault, I position academic writing as a tool, a technology of self, with which to hold together the limitations of and the necessity for categorizations in identity constructions as academic. I also draw on thinking of Deleuze to position identity constructions not as fixed forms but as becoming forces, a continual performance. Within this framework I engage in the practice of academic writing to work with and against categories and categorizations of academic. My focus is on asking questions which raise possibilities of multiplicity of academic being. I ask why and how such categorical requirements and impositions may contribute to and constrain constructions of the multiplicity of identities as academic. In this chapter, I consider ways in which the process of academic writing, can be used as a tool to engage multiple, fluid and uncertain identifications as academic, both outside and inside a university context. I unpack my academic-selves that have been territorialised, de-territorialised and re-territorialised in the processes of identity constructions in which identity is always, already constant becomings and never a fixed point of being.

References

  1. Ball, S. (2013). Foucault, power and education. New York, NY: Routledge.CrossRefGoogle Scholar
  2. Barcan, R. (2013). Academic life and labour in the new university: Hope and other choices. Farnham, UK: Ashgate.Google Scholar
  3. Besley, T. (2007). Foucault, truth telling and technologies of the self: Confessional practices of the self and schools. In M. A. Peters & T. Besley (Eds.), Why Foucault? New directions in educational research (pp. 55–70). New York, NY: Peter Lang.Google Scholar
  4. Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. New York, NY: Routledge.Google Scholar
  5. Butler, J. (1993). Bodies that matter: On the discursive limits of “sex”. New York, NY: Routledge.Google Scholar
  6. Butler, J. (2005). Giving an account of oneself. New York, NY: Fordham University Press.CrossRefGoogle Scholar
  7. Coin, F. (2017). On quitting. Ephemera: Theory & Politics in Organization, 17(3). Retrieved from http://www.ephemerajournal.org/issue/labour-academia
  8. Dahlberg, G., & Moss, P. (2005). Ethics and politics in early childhood education. London, UK: Routledge Falmer.Google Scholar
  9. Deleuze, G. (1988). Foucault. London, UK: Athlone Press.Google Scholar
  10. Deleuze, G., & Guattari, F. (2004). Thousand plateaus: Capitalism and schizophrenia (B. Massumi, Trans.). Minneapolis, MN: University of Minnesota Press.Google Scholar
  11. Denzin, N. K., & Lincoln, Y. S. (2013). Preface. In N. K. Denzin & Y. S. Lincoln (Eds.), The landscape of qualitative research (4th ed., pp. vii–vix). Los Angeles, CA: Sage.Google Scholar
  12. Foucault, M. (1980). Two lectures. In C. Gordon (Ed.), Power/knowledge: Selected interviews and other writings 1972–1977: Michel Foucault (pp. 78–108). Hertfordshire, UK: The Harvester Press.Google Scholar
  13. Foucault, M. (1983). The subject and power. In H. L. Dreyfus & P. Rabinow (Eds.), Micheal Foucault: Beyond structuralism and hermeneutics (2nd ed., pp. 208–226). Chicago, IL: The University of Chicago.Google Scholar
  14. Foucault, M. (1987). The use of pleasure: The history of sexuality (Vol. 2). (R. Hurley, Trans.). London, UK: Penguin.Google Scholar
  15. Foucault, M. (1991a). The means of correct training. In P. Rabinow (Ed.), The Foucault reader: An introduction to Foucault’s thoughts (pp. 188–205). London, UK: Penguin.Google Scholar
  16. Foucault, M. (1991b). What is enlightenment? In P. Rabinow (Ed.), The Foucault reader: An introduction to Foucault’s thoughts (pp. 32–50). London, UK: Penguin.Google Scholar
  17. Foucault, M. (1994/1997). Technologies of the self. In P. Rabinow (Ed.), The essential work of Michel Foucault 1954–1984, Ethics, subjectivity and truth (Vol. 1, pp. 223–251). New York, NY: New York Press.Google Scholar
  18. Gill, R., & Donaghue, N. (2016). Resilience, apps and reluctant individualism: Technologies of self in the neoliberal academy. Women’s Studies International Forum, 54, 91–99.CrossRefGoogle Scholar
  19. Gros, F. (2016). Deleuze’s Foucault: A metaphysical fiction (translated by S. Bankston). In N. Morar, T. Nail, & D. W. Smith (Eds.), Between Deleuze and Foucault (pp. 128–138). Edinburgh, UK: Edinburgh University Press.Google Scholar
  20. Hanisch, C. (1969). The personal is political. www.carolhanisch.orgGoogle Scholar
  21. Henderson, L., Honan, E., & Loch, S. (2016). The production of the academicwritingmachine. Reconceptualizing Educational Research Methodology, 7(2), 4–18.CrossRefGoogle Scholar
  22. Jackson, A. Y., & Mazzei, L. A. (2012). Thinking with theory in qualitative research: Viewing data across multiple perspectives. London, UK/New York, NY: Routledge.Google Scholar
  23. Koopman, C. (2016). Critical problematization in Foucault and Deleuze: The force of critique without judgement. In N. Morar, T. Nail, & D. W. Smith (Eds.), Between Deleuze and Foucault (pp. 87–119). Edinburgh, UK: Edinburgh University Press.Google Scholar
  24. MacNaughton, G. (1998). Improving our gender equity ‘tools’: A case discourse analysis. In N. Yelland (Ed.), Gender in early childhood (pp. 149–174). New York, NY: Routledge.Google Scholar
  25. Moss, P., & Petrie, P. (2002). From children’s services to children’s spaces: Public policy, children and childhood. London, UK: Routledge Falmer.Google Scholar
  26. Peters, M. A. (2007). Educational research: ‘Games of truth’ and the ethics of subjectivity. In M. A. Peters & T. A. C. Besley (Eds.), Why Foucault?: New directions in educational research. New York, NY: Peter Lang.Google Scholar
  27. Sauvagnargues, A. (2016). Becoming and history: Deleuze’s reading of Foucault (translated by A. Feldman). In N. Morar, T. Nail, & D. W. Smith (Eds.), Between Deleuze and Foucault (pp. 174–199). Edinburgh, UK: Edinburgh University Press.Google Scholar
  28. Sotirin, P. (2005). Becoming woman. In C. J. G. Stivale (Ed.), Deleuze: Key concepts (pp. 98–109). Bucks: Acumen.Google Scholar
  29. Thiem, A. (2008). Unbecoming subjects: Judith Butler, moral philosophy and critical responsibility. New York, NY: Fordham University Press.CrossRefGoogle Scholar
  30. Thomas, L. (2009). Certainties and uncertainties: Ethics and professional identities of early childhood educators (Unpublished PhD thesis). Queensland University of Technology, Brisbane, Australia.Google Scholar
  31. Thomas, L. M. (2012). New possibilities in early childhood teachers’ professional identity constructions and ethics. Australasian Journal of Early Childhood, 37(3), 87–95.Google Scholar
  32. Thomas, L. M. (2016). Data as constant becomings-collapsing dichotomous divides of data and researcher in identity construction work. In A. B. Reinertsen (Ed.), Becoming earth; a new materialism turn in educational discourses collapsing nature culture divides. The Netherlands: Sense Publishers.Google Scholar
  33. Thomas, L. M., & Reinersten, A. B. (2016). Writing matters in leadership practice. Reconceptualizing Educational Research Methodology: Special Issue on Leadership and Writing Organizations, 7(2), 85–100. https://journals.hioa.no/index.php/rerm/issue/archiveCrossRefGoogle Scholar
  34. Zembylas, M. (2005). Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching. Teaching and Teacher Education, 21(8), 935–948.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Louise M. Thomas
    • 1
  1. 1.Australian Catholic UniversityBrisbaneAustralia

Personalised recommendations