This chapter unpicks a writing-assemblage: sarahlindaeileen, lindaeileensarah, eileenlindasarah. We seek to write in playful ways. Playful writing. Writing that brings pleasure, encourages rhizomatic thought. Here lies the purpose of this chapter as us-three together make sense of how our writing-assemblage is created and how we can write playfully to produce more than just lines of writing that count within the 21st century university.
This is a preview of subscription content, access via your institution.
Tax calculation will be finalised at checkout
Purchases are for personal use onlyLearn about institutional subscriptions
Unable to display preview. Download preview PDF.
Australian Research Council (ARC). (2015). ARC’s 2015 major grants announced. Retrieved 8 September 2016 from: http://www.arc.gov.au/news-media/news/arcs-major-grants-announced
Bhattacharya, K. (2016) The vulnerable academic: Personal narratives and strategic de/colonizing of academic structures. Qualitative Inquiry, 22(5), 309–321.
Black, A. L. (2015). Authoring a life: Writing ourselves in/out of our work in education. In M. Baguley, Y. Findlay, & M. Kerby (Eds.), Meanings and motivation in education research (pp. 50–71). UK: Routledge.
Braidotti, R. (2006). The ethics of becoming imperceptible. In C. Boundas (Ed.), Deleuze and philosophy (pp. 133–159). Edinburgh: Edinburgh University Press.
Chan, D. (n.d.). Blocking is your friend. Retrieved 2 May, 2016 from: https://dorischancrochet.com/blocking-is-your-friend/
Clegg, S. (2010). The possibilities of sustaining critical intellectual work under regimes of evidence, audit, and ethical governance. Journal of Curriculum Theorizing, 26(3), 21-35.
Country Spinners. (2014). Free crochet patterns. Retrieved 26 May 2016 from: http://www.auspinners.com.au/free-crochet-patterns-download/default.aspx
Davies, B. (2005). The (im)possibility of intellectual work in neoliberal regimes. Discourse: Studies in the Cultural Politics of Education, 26(1), 1–14.
Davies, B. (2010). The implications for qualitative research methodology of the struggle between the individualised subject of phenomenology and the emergent multiplicities of the poststructuralist subject: The problem of agency. Reconceptualizing Educational Research Methodology, 1(1), 54– 68.
Davies, B., & Gannon, S. (2006). A conversation about the struggles of collaborative writing. In B. Davies & S. Gannon (Eds.), Doing collective biography (pp. 114–144). Maidenhead, Berkshire: Open University Press.
Deleuze, G. (2001). Pure immanence: Essays on a life (A. Boyman, Trans.). New York: Urzone.
Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia (B. Massumi, Trans.). Minneapolis: University of Minnesota Press.
Deleuze, G., & Parnet, C. (2007). Dialogues II (2nd ed.). New York, NY: Columbia University Press.
Henderson, L., Honan, E., & Loch, S. (2016). The production of the academicwritingmachine. Reconceptualizing Educational Research Methodology, 7(2), 4–18
Hickey-Moody, A., Palmer, H., & Sayers, E. (2016). Diffractive pedagogies: Dancing across new materialist imaginaries. Gender and Education, 28(2), 213–229.
Jauhiainen, A., Jauhiainen, A., & Laiho, A. (2009). The dilemmas of the ‘efficiency university’ policy and the everyday life of university teachers. Teaching in Higher Education, 14(4), 417–428.
Johnson, W. B., & Mullen, C. A. (2007). Write to the top: How to become a prolific academic writer. New York, NY: Palgrave Macmillian.
Marks, R. (1997). History of crochet. Retrieved 2 May, 2016 from http://c.ymcdn.com/sites/ www.crochet.org/resource/resmgr/pdf/history-of-crochet-rm.pdf
Patons. (2015). Hat with lacy brim. Retrieved 3 June, 2016 from http://www.auspinners.com.au/sites/auspinnerscomau/assets/public/File/Free%20Crochet%20Patterns/Patons/Patons_Z676_Cotton_Blend_Hat.pdf
Pereira, M. (2016). Struggling within and beyond the performative university: Articulating activism and work in an ‘academic without walls’. Women’s Studies International Forum, 54, 100–110.
Semetsky, I. (2010). Experience. In A. Parr (Ed.), The Deleuze dictionary (rev. ed., pp. 91–92). Edinburgh: Edinburgh University Press.
Somerville, M. J., & Davies, B. (2015, 2 December). Third education and theory dialogue: “New feminist poststructuralisms and the neoliberal university”. Paper presented at the Australian Association for Research in Education. University of Notre Dame Australia, Fremantle.
Warren, S. (2016). Writing of the heart: Auto-ethnographic writing as subversive storytelling – A song of pain and liberation. In J. Smith, J. Rattray, T. Peseta, & D. Loads (Eds.), Identity work in the contemporary university: Exploring an uneasy profession (pp. 105–116). Rotterdam: Sense Publishers.
Wyatt, J., Gale, K., Gannon, S., & Davies, B. (2011). Deleuze and collaborative writing: An immanent plane of composition. New York: Peter Lang.
Wyatt, J., Gale, K., Gannon, S., Davies, B., Denzin, N. K., & St. Pierre, E.A. (2014) Deleuze and Collaborative writing: Responding to/with “JKSB”. Cultural Studies ↔ Critical Methodologies, 14(4), 407–416.
Zipin, L. & Nuttall, J. (2016). Embodying pre-tense conditions for research among teacher educators in the Australian university sector: A Bourdieusian analysis of ethico-emotive suffering. Asia-Pacific Journal of Teacher Education, doi: 10.1080/1359866X.2016.1177164
Editors and Affiliations
© 2017 Sense Publishers
About this chapter
Cite this chapter
Loch, S., Henderson, L., Honan, E. (2017). The Joy in Writingassemblage. In: Riddle, S., Harmes, M.K., Danaher, P.A. (eds) Producing Pleasure in the Contemporary University. Bold Visions in Educational Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6351-179-7_6
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6351-179-7