Slow scholarship in writing retreats: A diffractive methodology for response-able pedagogies
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Date
2017
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Higher Education South Africa (HESA)
Abstract
The corporatization of universities has led to increasing pressure on academics to publish as
quickly and prolifically as possible. Writing retreats have been used as one way of ensuring the
production of academic articles by providing spaces for academics to write, and pressurizing them
to publish shortly thereafter. This article provides an alternative way of viewing and conducting
writing retreats – that of Slow scholarship, which foregrounds attentiveness, care, thoughtfulness
and quality rather than quantity and production. A ‘response-able’ pedagogy is suggested as a
way of enacting a Slow scholarship, using a diffractive methodology for reading and writing and
responding to peers’ writing at writing retreats.
Description
Keywords
Slow scholarship, Writing retreats, Diffractive methodology, Response-able pedagogies
Citation
Bozalek, V. (2017). Slow scholarship in writing retreats: A diffractive methodology for response-able pedagogies. South African Journal of Higher Education, 31 (2): 40-57