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Working Across/Within/Through Academic Conventions of Writing a Ph.D.: Stories About Writing a Feminist Thesis

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Book cover Strategies for Resisting Sexism in the Academy

Part of the book series: Palgrave Studies in Gender and Education ((GED))

Abstract

This chapter explores some of the stumbling and uncertainties created when developing a feminist Ph.D. thesis. The process draws on Donna Haraway’s and Ursula Le Guin’s bag-lady storytelling strategies—strategies that invite different ways of becoming within an academic ‘world’. The exploration compels me to engage with unexpected and irreducible details when writing feminist texts. It prompts me to reflect on the relationship between academic conventions, the ‘canon’ within reflective practice, and subtle sexism in higher education. I explore data from a literature review together with ‘memory data’ to illustrate some of the obstacles to engaging in feminist research. As a bag-lady, I investigate feminist approaches through troubling academic conventions, one’s ideas, oneself, and reflect on states of becoming an academic thesis writer.

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Authors and Affiliations

  1. Faculty of Humanities, Sports and Educational Siences, Universty of South-Eastern Norway, USN, Kongsberg, Norway

    Anna R. Moxnes

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  1. Anna R. Moxnes
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Correspondence to Anna R. Moxnes .

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  1. School of Communication and Creative Industries, University of the Sunshine Coast, Maroochydore, QLD, Australia

    Gail Crimmins

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Moxnes, A.R. (2019). Working Across/Within/Through Academic Conventions of Writing a Ph.D.: Stories About Writing a Feminist Thesis. In: Crimmins, G. (eds) Strategies for Resisting Sexism in the Academy. Palgrave Studies in Gender and Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-04852-5_14

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  • DOI: https://doi.org/10.1007/978-3-030-04852-5_14

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  • Print ISBN: 978-3-030-04851-8

  • Online ISBN: 978-3-030-04852-5

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