Skip to content
1981

Monsters and Campfires: Using Storytelling to Humanize Institutional Spaces

image of Monsters and Campfires: Using Storytelling to Humanize Institutional Spaces

“In this chapter, Fin and Jess story their lived experiences of being institutionalised - in health care and eductaion - and argue that their process offers other ways of being in HE that are more holistic and human. Their work is aligned with Helene Cixous's ecriture feminine that involves dialogue and ‘free-writing, working around themes that emerge organically, intuitively and creatively, and tapping into a language of the body’ (Cixous 1976: 141). This is with the aim of resisting traditional, male hierarchical discourse that continues to dominate academic writing and life (Cole and Hassell 2017). Working together, and creating the campfire, has made them feel supported and able to tell and reveal new stories that are transformative, ethical, safe – inspiring their creativity and helping them feel more connected.”

Keywords: art ; autoethnography ; collaboration ; feminist ; health ; higher education ; life writing ; myth ; queer ; story ; wellbeing

Loading full text...

Full text loading...

Monsters and Campfires: Using Storytelling to Humanize Institutional Spaces
Intellect , 218 (2024); https://doi.org/10.1386/9781789388879_16
/content/books/9781789388879.c14
/content/books/9781789388879.c14
Loading

Data & Media loading...

References

  1. Adams, Tony E. and Holman Jones, Stacy (2011), ‘Telling stories: Reflexivity, queer theory, and autoethnography’, Cultural Studies ↔ Critical Methodologies, 11:2, pp. 108–16, https://doi.org/10.1177/1532708611401329.
     [Google Scholar]
  2. Alexander, Bryant (2003), ‘Querying queer theory again (or queer theory as drag performance)’, Journal of Homosexuality, 45:2&4, pp. 349–52.
     [Google Scholar]
  3. Clarke, Rachel (2020), Dear Life: A Doctor's Story of Love and Loss, New York: Thomas Dunne Books.
     [Google Scholar]
  4. Cixous, Helene (1976), ‘The laugh of the Medusa’ (trans. K. Cohen and P. Cohen), Signs, 1:4, pp. 875–93.
     [Google Scholar]
  5. Cole, Kirsty and Hassel, Holly (2017), Surviving Sexism in Academia: Strategies for Feminist Leadership, Oxford: Routledge.
     [Google Scholar]
  6. Deleuze, Giles and Guattari, Felix (2014), A Thousand Plateaus, London: Bloomsbury.
     [Google Scholar]
  7. Docherty, Thomas (2012), ‘Research by numbers. Index on censorship’, Sage, 41:3, 46–55.
     [Google Scholar]
  8. Ellis, Carolyn (1997), ‘Evocative autoethnography: Writing emotionally about our lives’, in W. Tierney and Y. Lincoln (eds), Representation and the Text: Re-framing the Narrative Voice, Albany: State University of New York, pp. 116–39.
     [Google Scholar]
  9. Frank, Arthur (1997), The Wounded Storyteller, Chicago: University Chicago Press.232
     [Google Scholar]
  10. Gingrich-Philbrook, Craig (2003), ‘Queer theory and performance’, Journal of Homosexuality, 45:2&4, pp. 297–314.
     [Google Scholar]
  11. Grimm, Jacob and Wilhelm (2002), Rapunzel, London: Penguin.
     [Google Scholar]
  12. Hesse, Hermann (2017), Narcissus and Goldmund, UK: Penguin Classics.
     [Google Scholar]
  13. Hunt, Celia (2000), Therapeutic Dimensions of Autobiography in Creative Writing, London, Philadelphia: Jessica Kingsley Publishers.
     [Google Scholar]
  14. Kelchtermans, Gretchen (2005), ‘Teachers’ emotions in educational reforms: Self understanding, vulnerable commitment and micropolitical literacy’, Teaching and Teacher Education, 21, pp. 995–1006.
     [Google Scholar]
  15. Marsh, Sarah (2015), ‘Five top reasons people become teachers – And why they quit’, The Guardian, 27 January, https://www.theguardian.com/teacher-network/2015/jan/27/five-top-reasons-teachers-join-and-quit. Accessed 20 September 2023.
  16. Moriarty, Jess (2015), Analytical Autoethnodrama, Rotterdam, Boston, Taipei: Sense.
     [Google Scholar]
  17. Moriarty, Jess (2019), Autoethnographies from the Neoliberal Academy: Rewilding, Writing and Resistance in Higher Education, 1st ed., London, New York: Routledge.
     [Google Scholar]
  18. Moriarty, Jess and Reading, Christina (2019), ‘Supporting our inner compass: An autoethnographic cartography’, in J. Moriarty (ed.), Autoethnographies from the Neoliberal Academy: Rewilding, Writing and Resistance in Higher Education, 1st ed., London, New York: Routledge.
     [Google Scholar]
  19. Pelias, Ronald J. (1999), Writing Performance: Poeticizing the Researcher's Body, Carbondale: Southern Illinois University Press.
     [Google Scholar]
  20. Priyadharshini, Esther and Robinson-Pant, Anna (2003), ‘The attractions of teaching: An investigation into why people change careers to teach’, Journal of Education for Teaching, 29:2, pp. 95–112.
     [Google Scholar]
  21. Robbins, Lionel (1963), The Robbins Report, Higher Education Report of the Committee Appointed by the Prime Minister under the Chairmanship of Lord Robbins, London: Her Majesty's Stationery Office, http://www.educationengland.org.uk/documents/robbins/. Accessed 10 January 2019.
     [Google Scholar]
  22. Storytelling the Self: A Symposium (2017, March 29), Brighton: Brighton University.
  23. Tree, Isabella (2018), Wilding, London: Picador.
     [Google Scholar]
  24. Troman, Geoff and Raggl, Andrea (2008), ‘Primary teacher commitment and the attractions of teaching’, Pedagogy , Culture & Society, 16:1, pp. 85–99.
     [Google Scholar]

References

  1. Adams, Tony E. and Holman Jones, Stacy (2011), ‘Telling stories: Reflexivity, queer theory, and autoethnography’, Cultural Studies ↔ Critical Methodologies, 11:2, pp. 108–16, https://doi.org/10.1177/1532708611401329.
     [Google Scholar]
  2. Alexander, Bryant (2003), ‘Querying queer theory again (or queer theory as drag performance)’, Journal of Homosexuality, 45:2&4, pp. 349–52.
     [Google Scholar]
  3. Clarke, Rachel (2020), Dear Life: A Doctor's Story of Love and Loss, New York: Thomas Dunne Books.
     [Google Scholar]
  4. Cixous, Helene (1976), ‘The laugh of the Medusa’ (trans. K. Cohen and P. Cohen), Signs, 1:4, pp. 875–93.
     [Google Scholar]
  5. Cole, Kirsty and Hassel, Holly (2017), Surviving Sexism in Academia: Strategies for Feminist Leadership, Oxford: Routledge.
     [Google Scholar]
  6. Deleuze, Giles and Guattari, Felix (2014), A Thousand Plateaus, London: Bloomsbury.
     [Google Scholar]
  7. Docherty, Thomas (2012), ‘Research by numbers. Index on censorship’, Sage, 41:3, 46–55.
     [Google Scholar]
  8. Ellis, Carolyn (1997), ‘Evocative autoethnography: Writing emotionally about our lives’, in W. Tierney and Y. Lincoln (eds), Representation and the Text: Re-framing the Narrative Voice, Albany: State University of New York, pp. 116–39.
     [Google Scholar]
  9. Frank, Arthur (1997), The Wounded Storyteller, Chicago: University Chicago Press.232
     [Google Scholar]
  10. Gingrich-Philbrook, Craig (2003), ‘Queer theory and performance’, Journal of Homosexuality, 45:2&4, pp. 297–314.
     [Google Scholar]
  11. Grimm, Jacob and Wilhelm (2002), Rapunzel, London: Penguin.
     [Google Scholar]
  12. Hesse, Hermann (2017), Narcissus and Goldmund, UK: Penguin Classics.
     [Google Scholar]
  13. Hunt, Celia (2000), Therapeutic Dimensions of Autobiography in Creative Writing, London, Philadelphia: Jessica Kingsley Publishers.
     [Google Scholar]
  14. Kelchtermans, Gretchen (2005), ‘Teachers’ emotions in educational reforms: Self understanding, vulnerable commitment and micropolitical literacy’, Teaching and Teacher Education, 21, pp. 995–1006.
     [Google Scholar]
  15. Marsh, Sarah (2015), ‘Five top reasons people become teachers – And why they quit’, The Guardian, 27 January, https://www.theguardian.com/teacher-network/2015/jan/27/five-top-reasons-teachers-join-and-quit. Accessed 20 September 2023.
  16. Moriarty, Jess (2015), Analytical Autoethnodrama, Rotterdam, Boston, Taipei: Sense.
     [Google Scholar]
  17. Moriarty, Jess (2019), Autoethnographies from the Neoliberal Academy: Rewilding, Writing and Resistance in Higher Education, 1st ed., London, New York: Routledge.
     [Google Scholar]
  18. Moriarty, Jess and Reading, Christina (2019), ‘Supporting our inner compass: An autoethnographic cartography’, in J. Moriarty (ed.), Autoethnographies from the Neoliberal Academy: Rewilding, Writing and Resistance in Higher Education, 1st ed., London, New York: Routledge.
     [Google Scholar]
  19. Pelias, Ronald J. (1999), Writing Performance: Poeticizing the Researcher's Body, Carbondale: Southern Illinois University Press.
     [Google Scholar]
  20. Priyadharshini, Esther and Robinson-Pant, Anna (2003), ‘The attractions of teaching: An investigation into why people change careers to teach’, Journal of Education for Teaching, 29:2, pp. 95–112.
     [Google Scholar]
  21. Robbins, Lionel (1963), The Robbins Report, Higher Education Report of the Committee Appointed by the Prime Minister under the Chairmanship of Lord Robbins, London: Her Majesty's Stationery Office, http://www.educationengland.org.uk/documents/robbins/. Accessed 10 January 2019.
     [Google Scholar]
  22. Storytelling the Self: A Symposium (2017, March 29), Brighton: Brighton University.
  23. Tree, Isabella (2018), Wilding, London: Picador.
     [Google Scholar]
  24. Troman, Geoff and Raggl, Andrea (2008), ‘Primary teacher commitment and the attractions of teaching’, Pedagogy , Culture & Society, 16:1, pp. 85–99.
     [Google Scholar]

  • From This Site

    /content/books/9781789388879.c14
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
/content/books/9781789388879.c14
dcterms_title,dcterms_subject,pub_keyword
-contentType:Contributor -contentType:Concept -contentType:Institution
10
5
Chapter
content/books/9781789388879
Book
false
en
Loading
This is a required field
Please enter a valid email address
Approval was a success
Invalid data
An error occurred
Approval was partially successful, following selected items could not be processed due to error
Please enter a valid_number test