Creative writing and autoethnography: a layered approach to exploring positionality

References

• Adams, T. E., and A. F. Herrmann. 2023. “Good Autoethnography.” Journal of Autoethnography 4 (1): 1–9. https://doi.org/10.1525/joae.2023.4.1.1.
   Google Scholar
• Ahmend, S. 2014. Willful Subjects. Durham: Duke University Press.
   Google Scholar
• Anderson, L. 2006. “Analytic Autoethnography.” Journal of Contemporary Ethnography 35 (4): 373–395. https://doi.org/10.1177/0891241605280449.
   Web of Science ®Google Scholar
• Ball, S. J. 2003. “The teacher’s Soul and the Terrors of Performativity.” Journal of Education Policy 18 (2): 215–228. https://doi.org/10.1080/0268093022000043065.
   Web of Science ®Google Scholar
• Biesta, G. 2007. “Why “What Works” Won’t Work: Evidence-Based Practice and the Democratic Deficit in Educational Research.” Educational Theory 57 (1): 1–22. https://doi.org/10.1111/j.1741-5446.2006.00241.x.
   Google Scholar
• Clough, P. 2002. Narratives and Fictions in Education Research. Maidenhead: Open University press.
   Google Scholar
• Coghlan, D. 2016. “Retrieving a Philosophy of Practical Knowing for Action Research.” International Journal of Action Research 12 (1): 84–107. https://doi.org/10.1688/IJAR-2016-01-Coghlan.
   Google Scholar
• Coghlan, D., and A. B. Shani. 2021. “Abductive Reasoning as the Integrating Mechanism Between First- Second- and Third-Person Practice in Action Research.” Systemic Practice and Action Research 34 (4): 463–474. https://doi.org/10.1007/s11213-020-09542-9.
   Web of Science ®Google Scholar
• Cook, J. 2013. “Creative Writing As a Research Method.” In Research Methods for English Studies, edited by G. Griffin, 200–217. Edinburgh: Edinburgh University Press.
   Google Scholar
• Cowan, A. 2021. “‘No Additional Information required’: Creative Writing As Research Writing.” TEXT Journal 25 (2): 1–16. https://doi.org/10.52086/001c.17723.
   Google Scholar
• Cremin, T., D. Myhill, I. Eyres, T. Nash, A. Wilson, and L. Oliver. 2019. “Teachers As Writers: Learning Together with Others.” Literacy 54 (2): 49–59. https://doi.org/10.1111/lit.12201.
   Web of Science ®Google Scholar
• Cushing, I. 2021. “Language, Discipline and ‘Teaching Like a champion’.” British Educational Research Journal 37 (1): 23–41. https://doi.org/10.1002/berj.3696.
   Google Scholar
• Cushing, I. 2024. “Social In/Justice and the Deficit Foundations of Oracy.” Oxford Review of Education 1–18. https://doi.org/10.1080/03054985.2024.2311134.
   Web of Science ®Google Scholar
• Davis, C. S., and C. Ellis. 2013. “Autoethnographic Introspection in Ethnographic Fiction: A Method of Inquiry.” In Knowing Differently: Arts-Based and Collaborative Research Methods, edited by P. Liamputtong and J. Rumbold, 99–117. New York: Nova Science Publishers.
   Google Scholar
• Deleuze, G., and F. Guattari. 2003. A Thousand Plateaus: Capitalism and Schizophrenia, Translated by Brian Massumi. London: Continuum.
   Google Scholar
• Denzin, N. K. 2003. Performance Ethnography: Critical Pedagogy and the Politics of Culture. Thousand Oaks: Sage.
   Google Scholar
• Denzin, N. K. 2014. Interpretive Autoethnography. Second ed. Los Angeles: Sage.
   Google Scholar
• Duoblys, G. October 5, 2017. One, Two, Three, Eyes on Me! https://www.lrb.co.uk/the-paper/v39/n19/george-duoblys/one-two-three-eyes-on-me.
   Google Scholar
• Ellis, C. S., and A. P. Bochner. 2000. “Autoethnography, Personal Narrative, and Personal Reflexivity.” In Handbook of Qualitative Research, edited by N. K. Denzin and Y. S. Lincoln, 733–768. Thousand Oaks, CA: Sage.
   Google Scholar
• Ellis, C. S., and A. P. Bochner. 2006. “Analyzing Analytic Autoethnography – an Autopsy.” Journal of Contemporary Ethnography 35 (4): 429–449. https://doi.org/10.1177/0891241606286979.
   Web of Science ®Google Scholar
• Ferrante, E. 2013. The Story of a New Name, Translated by Ann Goldstein. New York: Europa Editions.
   Google Scholar
• Fox, N. J., and P. Alldred. 2015. “New Materialist Social Inquiry: Designs, Methods and the Research-Assemblage.” International Journal of Social Research Methodology 18 (4): 399–414. https://doi.org/10.1080/13645579.2014.921458.
   Web of Science ®Google Scholar
• Freeman, N., and P. Lana. 2015. “Mangia by Nina Freeman, Played by Lana Polansky.” In Videogames For Humans, edited by M. Kopas, 273–316. New York: Instar Books.
   Google Scholar
• Friedhoff, J. 2014. “Untangling Twine: A Platform Study.” DiGRA’13 7:1–10. http://www.digra.org/wp-content/uploads/digital-library/paper_67.compressed.pdf.
   Google Scholar
• Gardner, P. 2014. “Who Am I? Compositions of the Self: An Autoethnographic, Rhizotextual Analysis of Two Poetic Texts.” English in Education 48 (3): 230–249. https://doi.org/10.1111/eie.12032.
   Web of Science ®Google Scholar
• Gibb, N. July 21, 2021. Speech: The Importance of a Knowledge-Rich Curriculum. https://www.gov.uk/government/speeches/the-importance-of-a-knowledge-rich-curriculum.
   Google Scholar
• Gilbert, F. 2022. “The Reciprocal Rebellion: Promoting Discussion in Authoritarian Schools.” Changing English 29 (3): 1–19. https://doi.org/10.1080/1358684X.2022.2069547.
   Web of Science ®Google Scholar
• Gilbert, F., and V. Macleroy. 2020. “Different Ways of Descending into the Crypt: Methodologies and Methods for Researching Creative Writing.” New Writing (Routledge) 18 (3): 1–19. https://doi.org/10.1080/14790726.2020.1797822.
   Google Scholar
• Haraway, D. 1992. “The Promises of Monsters: A Regenerative Politics for Inappropriate/D Others.” In Cultural Studies, edited by L. Grossberg, C. Nelson, and P. Treichler, 295–337. New York: Routledge.
   Google Scholar
• Holdstock, S. February 9, 2022. The Doodle. https://makingmeanings.itch.io/the-doodle.
   Google Scholar
• Hutchings, M. 2015. Exam Factories? The Impact of Accountability Measures on Children and Young People. London: NUT. https://www.researchgate.net/publication/309771525.
   Google Scholar
• Kara, H. 2015. Creative Research Methods in the Social Sciences. London: Policy Press.
   Google Scholar
• Klimas, C. March 2, 2016. Twine. Accessed November 5, 2022. https://twinery.org/.
   Google Scholar
• Kulz, C. 2014. “”Structure Liberates?”: Mixing for Mobility and the Cultural Transformation of “Urban children” in a London Academy.” Ethnic and Racial Studies 37 (4): 685–701.
   Web of Science ®Google Scholar
• Kulz, C. 2017. Factories for Learning. Manchester: Manchester University Press.
   Google Scholar
• Kulz, C. 2020. “Everyday Erosions: Neoliberal Political Rationality, Democratic Decline and the Multi-Academy Trust.” British Journal of Sociology of Education 42 (1): 66–81. https://doi.org/10.1080/01425692.2020.1861928.
   Web of Science ®Google Scholar
• Kulz, C., M. Ruth, and M. Kirsty. 2022. “Introduction: A Time and a Place: Doing Critical Qualitative and Ethnographic Work Across an Academised Educational Landscape.” In Inside the English Education Lab: Critical Qualitative and Ethnographic Perspectives on the Academies Experiment, edited by R. McGinity and K. M. C. Kulz, 1–32. Manchester: Manchester University Press.
   Google Scholar
• Leander, K. M., and D. Wells Rowe. 2006. “Mapping Literacy Spaces in Motion: A Rhizomatic Analysis of a Classroom Literacy Performance.” Reading Research Quarterly 41 (4): 428–460. https://doi.org/10.1598/RRQ.41.4.2.
   Web of Science ®Google Scholar
• Lemov, D. 2015. Teach Like a Champion 2.0. New york: Jossey-Bass.
   Google Scholar
• Moll, L. C., C. Amanti, D. Neff, and N. Gonzalez. 1992. “Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms.” Theory into Practice 31 (2): 132–141. https://doi.org/10.1080/00405849209543534.
   Google Scholar
• Montfort, N. 2011. “Toward a Theory of Interactive Fiction.” In IF Theory Reader, edited by Kevin Jackson-Mead and J Robinson Wheeler, 25–58. Boston: Transcript on Press.
   Google Scholar
• Muncey, T. 2010. Creating Autoethnographies. London: SAGE Publications Ltd. http://methods.sagepub.com.gold.idm.oclc.org/book/creating-autoethnographies.
   Google Scholar
• Noffke, S. E., and <. N. A. I. N. Brennan. 2014. “Educational Action Research.” In The SAGE Encyclopedia of Action Research, edited by S.E. Noffke, Brennan, M., D.Coghlan, David Noffke, and Mary Brydon-Miller, 285–288. Vols. 1-2. London: Sage.
   Google Scholar
• Page, D. 2017. “The Surveillance of Teachers and the Simulation of Teaching.” Journal of Educational Policy 32 (1): 1–13. https://doi.org/10.1080/02680939.2016.1209566.
   Web of Science ®Google Scholar
• Perryman, J., S. Ball, M. Maguire, and A. Braun. 2011. “Life in the Pressure Cooker – School League Tables and English and Mathematics Teachers’ Responses to Accountability in a Results-Driven Era.” British Journal of Educational Studies 59 (2): 179–195. https://doi.org/10.1080/00071005.2011.578568.
   Web of Science ®Google Scholar
• Richardson, L., and A. S. P. Elizabeth. 2005. “Writing: A Method of Inquiry.” In The Sage Handbook of Qualitative Research, edited by N Denzin and Y S Lincoln, 959–978. London: Sage.
   Google Scholar
• Rosenshine, B. 2012. “Principles of Instruction: Research-Based Strategies That All Teachers Should Know.” American Educator Spring:12–39. https://www.ibe.unesco.org/fileadmin/user_upload/.
   Google Scholar
• Rowe, D. E. 2023. “Why Preschool Writing Matters and How Adults Can Support Our Youngest Writers.” International Conference 2023, UKLA. Exeter University, Exeter.
   Google Scholar
• Sarkar, S. April 24, 2015. Twine Makes Game Development More Accessible, but to Whom? Accessed March 8, 2023. https://www.polygon.com/2015/4/24/8485839/games-for-change-2015-twine-panel.
   Google Scholar
• Stewart, K. 2010. “Worlding Refrains.” In The Affect Theory Reader, edited by M. Gregg and G. J. Seigworth, 339–353. Durham & London: Routledge.
   Google Scholar
• Stewart, K. 2014. “Tactile Compositions.” In Objects and Materials: A Routledge Companion, edited by P Harvey, E, Casella, G Evans, C McLean, E. B Silva, N Thoburn, and K Woodward, 119–127. Abingdon: Routledge.
   Google Scholar
• Street, B. 2003. “What’s ‘New’ in New Literacy Studies? Critical Approaches to Literacy in Theory and Practice.” Current Issues in Comparative Education 5 (2). https://doi.org/10.52214/cice.v5i2.11369.
   Google Scholar
• Trust, C. 2018. https://carers.org/young-carers-schools. https://carers.org/young-carers-schools.
   Google Scholar
• Webb, J. 2012. “The logic of Practice? Art, the academy, and fish out of water.” TEXT 16 (Special 14): 1–16. (Special Issue Number 14: Beyond Practice-Led Research)http://www.textjournal.com.au/speciss/issue14/Webb.pdf. https://doi.org/10.52086/001c.31174.
   Google Scholar
• Whitehead, J. 1989. “Creating a Living Educational Theory from Questions of the Kind, ‘How do I Improve my Practice?’.” Cambridge Journal of Education 19 (1): 41–52. https://doi.org/10.1080/0305764890190106.
   Google Scholar
• Yandell, J. 2019. “English Teachers and Research: Becoming Our Own Experts.” Changing English 26 (4): 430–441. https://doi.org/10.1080/1358684X.2019.1649087.
   Web of Science ®Google Scholar
• Young, M. 2018. “A knowledge-led curriculum: Pitfalls and possibilities.” Impact Autumn (4): 1–4.
   Google Scholar
• Young, R. 2019. What is it Writing For Pleasure teachers do that makes the difference?. UK: The Goldsmiths’ Company & The University Of Sussex. https://writing4pleasure.com.
   Google Scholar