Academics face many challenges throughout their careers, and reflection is noted to be crucial in addressing these issues. This chapter shares how an early career researcher and a professor used arts-based practices to explore the competitive and demanding culture as female academics in higher education. The study draws on the 4Rs Model of Reflection (Ryan & Ryan, Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development, 32, 244–257, 2013) and Irwin’s (2006) notion of rhizomatic ‘embodied living inquiry’ as a methodology to create a space for reflection. The authors’ journey is embodied through the making of a collaged artwork and poetry to reflect on both challenges and successes that the authors faced as female academics. The chapter acknowledges and values the significance of reflective art-making processes to enhance mindfulness, contemplation and feelings of stability in academy.
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Watson, M., Barton, G. (2021). Arts-Based Reflection for Care of Self and Others in the Academy: A Collaged Rhizomatic Journey. In: Black, A.L., Dwyer, R. (eds) Reimagining the Academy. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-75859-2_9
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-75858-5
Online ISBN: 978-3-030-75859-2