Recipes on Arts-Based Research Practice as a Form of Feminist Resistance

  • Briony Lipton
  • Gail CrimminsEmail author
Part of the Palgrave Studies in Gender and Education book series (GED)


In this chapter, we play with the metaphor of a recipe to explore arts-based research practices and the impact they have on research on sexism and gender inequality in higher education. Drawing on Hélène Cixous’ bodily and experimental form of writing known as écriture féminine, we challenge the androcentrism of scholarship. This chapter sifts, stirs and combines a mixture of feminist theories and methods to explore the potentiality of a feminine modality in collaborative arts-based research practice.


Arts-based research Cixous Écriture feminine Gender inequality in higher education 


  1. Adams, E., & Holman-Jones, S. (2011). Telling stories: Reflexivity, Queer theory, and autoethnography. Cultural Studies ↔ Critical Methodologies, 11(2), 108–116.CrossRefGoogle Scholar
  2. Adams, T., Ellis, C., & Holman-Jones, S. (Eds.). (2015). Autoethnography: Understanding qualitative research. Oxford, UK: Oxford University Press.Google Scholar
  3. Ahmed, S. (2017). Living a feminist life. Durham, UK: Duke University Press.CrossRefGoogle Scholar
  4. Altbach, P. (2014, July 18). What counts for academic productivity in research universities? University World News, 329. Last accessed March 2018.
  5. Arendholz, J., Bublitz, W., Kirner, M., & Zimmermann, I. (2013). Food for thought—Or, what’s (in) a recipe? A diachronic analysis of cooking instructions. In C. Gerhardt, M. Frobenius, & S. Ley (Eds.), Culinary linguistics: The chef’s special (pp. 119–138). Amsterdam, The Netherlands: John Benjamins Publishing.CrossRefGoogle Scholar
  6. Australian Bureau of Statistics. (2017, September). Gender indicators, Australia. Last accessed July 2018.
  7. Bizzell, P. (1992). Academic discourse and critical consciousness [in English]. Pittsburgh, PA: University of Pittsburgh Press.Google Scholar
  8. Bizzell, P. (1999). Hybrid academic discourses: What, why, how. Composition Studies, 27(2), 7–21.Google Scholar
  9. Blackmore, J., & Sachs, J. (2007). Performing and reforming leaders: Gender, educational restructuring and organizational change. New York, NY: State of New York Press.Google Scholar
  10. Cixous, H. (1975). The laugh of the Medusa. Chicago Journals, 1, 347–362.Google Scholar
  11. Cixous, H. (1976). The laugh of the Medusa. Signs, 1(4), 875–893.CrossRefGoogle Scholar
  12. Cixous, H. (1998). Stigmata: Escaping texts. London, UK: Routledge.Google Scholar
  13. Cixous, H., & Calle-Gruber, M. (1997). Rootprints: Memory and life writing. New York, NY: Routledge.Google Scholar
  14. Cixous, H., & Clement, C. (1994). The newly born woman. In S. Sellers (Ed.), The Helene Cixous reader (pp. 35–46). London, UK: Routledge.Google Scholar
  15. Cixous, H., & Sellers, S. (1994). The Hélène Cixous reader. New York, NY: Routledge.Google Scholar
  16. Crimmins, G. (2018). Theatricalising narrative research on women casual academics. Palgrave Studies in Gender and Education. Basingstoke, UK: Palgrave Macmillan.CrossRefGoogle Scholar
  17. Denshire, S. (2014). On auto-ethnography. Current Sociology, 62(6), 831–850.CrossRefGoogle Scholar
  18. Ellis, C. (2004). The ethnographic I: A methodological novel about autoethnography. Walnut Creek, CA: Altamira Press.Google Scholar
  19. Ellis, C., & Bochner, A. (2006). Analyzing analytic autoethnography: An autopsy. Journal of Contemporary Ethnography, 35(4), 429–449.CrossRefGoogle Scholar
  20. Goodwyn, H., & Hogg, E. J. (2017). Room for confidence: Early career feminists in the English department. In R. Thwaites & A. Pressland (Eds.), Being an early career feminist academic (pp. 93–108). London, UK: The Palgrave Macmillan.CrossRefGoogle Scholar
  21. Gregg, M. (2011). Works intimacy. Cambridge, UK: Polity Press.Google Scholar
  22. Guarino, C. M., & Borden, V. M. H. (2017). Faculty service loads and gender: Are women taking care of the academic family? Research in Higher Education, 58(6), 672–694.CrossRefGoogle Scholar
  23. Hamilton, M. L., Smith, L., & Worthington, K. (2008). Fitting the methodology with the research: An exploration of narrative, self-study and auto-ethnography. Studying Teacher Education, 4(1), 17–28.CrossRefGoogle Scholar
  24. Harding, S. (2011). Interrogating the modernity vs. tradition contrast: Whose science and technology for whose social progress? Feminist Epistemology and Philosophy of Science, 1, 85–108.Google Scholar
  25. Henderson, E. F. (2018). Feminist conference time: Aiming (not) to have been there. In Y. Taylor & K. Lahad (Eds.), Feeling academic in the neoliberal university: Feminist flights, fights and failures (pp. 33–60). London, UK: Palgrave Macmillan.CrossRefGoogle Scholar
  26. Holman-Jones, S. (2016). Living bodies of thought: The ‘critical’ in critical autoethnography. Qualitative Inquiry, 22(4), 228–237.CrossRefGoogle Scholar
  27. hooks, b. (1990). Yearning: Race, gender, and cultural politics. Boston, MA: South End Press.Google Scholar
  28. Lane, B. (2017, August 23). Insecurity reigns as universities embrace part-time and casual work. The Australian. Last accessed September 2018.
  29. Lazar, M. M. (2007). Feminist critical discourse analysis: Articulating a feminist discourse praxis. Critical Discourse Studies, 4(2), 141–164.CrossRefGoogle Scholar
  30. Leathwood, C., & Read, B. (2009). Gender and the changing face of higher education: A feminized future? Maidenhead, UK: Open University Press.Google Scholar
  31. Leavy, P. (2014). Method meets art, second edition: Arts-based research practice. New York, NY: The Guilford Press.Google Scholar
  32. Lipton, B., & Mackinlay, L. (2017). We only talk feminist here: Feminist academics, voice and agency in the neoliberal university. Cham, Switzerland: Palgrave Macmillan.CrossRefGoogle Scholar
  33. Livholts, M. (2009). To theorize in a more passionate way. Feminist Theory, 10(1), 121–131.CrossRefGoogle Scholar
  34. Mackinlay, E. (2016). The heart lines in your hand: Writing autoethnography with Helene Cixous and Virginia Woolf. In E. Emerald, R. E. Rinehart, & A. Garcia (Eds.), Global south ethnographies (pp. 153–168). Rotterdam, The Netherlands: Sense Publishers.Google Scholar
  35. Moreton-Robinson, A. (2004). Talking up to the white woman: Aboriginal women and feminism. Brisbane: University of Queensland Press.Google Scholar
  36. Natanel, K. (2017). On becoming ‘bad subjects’: Teaching to transgress in neoliberal education. In R. Thwaites & A. Pressland (Eds.), Being an early career feminist academic (pp. 239–253). London, UK: The Palgrave Macmillan.CrossRefGoogle Scholar
  37. Papadopoulos, A. (2017). The mismeasure of academic labour. Higher Education Research & Development, 36(3), 511–525.CrossRefGoogle Scholar
  38. Phillips, M., Pullen, A., & Rhodes, C. (2014). Writing organisation as gendered practice: Interrupting the libidinal economy. Organization Studies, 35(3), 313–333.CrossRefGoogle Scholar
  39. Shuman, A. (1993). Gender and genre. In S. Tower Hollis, L. Pershing, & M. J. Young (Eds.), Feminist theory and the study of folklore (pp. 71–88). Chicago, IL: University of Illinois Press.Google Scholar
  40. Singler, F. (2017, November 26). Ecriture feminine and women’s transgressive writing. Fluffy’s World. Last accessed April 2018.
  41. Spry, T. (2016). Body, paper, stage: Writing and performing autoethnography. Walnut Creek, CA: Left Coast Press.Google Scholar
  42. Standing, G. (2014). The precariat. Contexts, 13(4), 10–12.CrossRefGoogle Scholar
  43. Taylor, Y., & Lahad, K. (2018). Feeling academic in the neoliberal university: Feminist flights, fights and failures. London, UK: Palgrave Macmillan.CrossRefGoogle Scholar
  44. Thornton, M. (2013). The mirage of merit: Reconstituting the ‘ideal academic’. Australian Feminist Studies, 28(76), 127–143.CrossRefGoogle Scholar
  45. Thwaites, R., & Pressland, A. (2017). Introduction: Being an early career feminist academic in a changing academy. In R. Thwaites & A. Pressland (Eds.), Being an early career feminist academic (pp. 1–28). London, UK: Palgrave Macmillan.CrossRefGoogle Scholar
  46. van der Vaart, G., van Hoven, B., & Huigen, P. P. (2018). Creative and arts-based research methods in academic research. Lessons from a Participatory Research Project in the Netherlands. Forum: Qualitative Social Research, 19(2), 1–30.Google Scholar
  47. Wall, W. (2016). Recipes for thought: Knowledge and taste in the early modern English kitchen. Philadelphia: University of Pennsylvania.CrossRefGoogle Scholar
  48. Williams, S. J. (2014). A feminist guide to cooking. Contexts, 13(3), 59–61.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.Australian National UniversityCanberraAustralia
  2. 2.School of Communication and Creative IndustriesUniversity of the Sunshine CoastMaroochydoreAustralia

Personalised recommendations