This Wednesday will host the second session of the Research Brown Bag Seminar Series; with Michael Crowhurst and Michael Emslie presenting: Fabel-ing / Telling Tales-ing / True Story-ing / Creative Writing: An autoethnographically informed process aiming to deepen analysis of what is and support imagining what might be (in progress).
Please join Michael Crowhurst & Michael Emslie at 12:30 pm at the Bundoora Campus (B220. L4. R031).
A journey that we have been travelling along for the last few years has been a research project that explored engaging with the experiences of queerly identifying tertiary students. This project involved collecting and analyzing stories, and a lot of dialogue, reading, writing, and thinking. This journey has been bound up in describing, investigating and critiquing ‘what is’; including the relationships between contexts and the lives, experiences and journeys that take place in those contexts. This journey has in turn provoked further thinking, talking and writing, and this has provoked even more understandings and preoccupations. This paper continues our journey but shifts the focus from analysis and critique of ‘what is’ to imagining and articulating ‘what might be’. In particular, we will discuss and demonstrate an imaginative strategy that we will provisionally call fabel-ing / telling tales-ing / true story-ing / creative writing and that we deploy to help journey in to ‘what might be’. We will circulate and read excerpts from fabels and fictional stories we have written. These fabels are driven by persistent preoccupations or re-realizings that our research project provoked or made clearer. At the same time we argue that they do some of the work of laying the foundations of experiences, lives and contexts yet to be.
Michael Crowhurst is a Lecturer in the School of Education at RMIT
Michael Emslie is a Lecturer in Youth Work at RMIT
Both presenters have a long standing interest in the experiences of queerly identifying young people in various settings. Both presenters are also interested in using a mix of social theories (and arts-based theories and techniques), to explore what it might mean to move towards the construction of socially just contexts that further learning and wellbeing.
They have just published:
Crowhurst & Emslie (2018)