my reading turned to wondering. And my wondering turned into a possible path for my research. I have sketched out this path in the series of questions and application below, where I end up with some answers to my questions, some more questions, and some new possible directions I could venture down.
- Why should academic in higher education care about being able to clearly communicate with audiences outside of their discipline and beyond the university? What role may/does storytelling play in this relationship? What role may/does genres play in this relationship? What role may/does Faber’s idea of image-power play in this relationship?
- How may Faber’s discussion on internal stories conflicting with external stories, resulting in discordant organizational identities apply to my research? Current work context? What could we also learn from Gee, Foucault, Gidden…?How can/do I construct and articulate my research’s argument(s) to stakeholders? How may I apply and anticipate my audience’s doubts based on Faber’s text?
- How may we go about anticipating the potentials and pains of capitalizing on our ‘everyday’ language, habits, practices, thoughts?
- What does a transgression of existing community patterns, styles, and formats (172) look like in our university? For our writing program? Risks and rewards?
- Who is currently telling the story of higher education and its internal organizations? What language are they speaking? How does it (not) align with its image? What narratives need to be told? Who can(‘t) tell them? How and why? Who is benefitting? Who is losing out?
- Because universities are places of ‘insiders’ and ‘outsiders’, what tools and structures (maps) can/do we use to situate students as insiders? As outsiders? Are/Can CCPs [be] studies of practice, articulations of habitus? What are the political implications for these kinds of projects?
Possibilities of applying this text to my research on Content Curation Projects:
- CCPs as studies of practice – tool for overcoming the problem with social science research Bourdieu discusses – the conflict between university writing (academic writing, essays as imaginary genres) and authentic, real world, practical writing.
- Focus on strategies and the situated natured of writing
- Three strategies for examining social strategies: habitus, capital, and field (156).
- CCPs as writing the stories of writing in the disciplines.
- What are our internal and external narratives?
- What do we want them to be?
- CCPs as a tool that students can use to inquire into writing within their fields.
- CCPs as a tool students can use to inquire into writing within their fields – community-based action research.
- CCPs as a tool for image-power (122).