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• W2759668811 abstract "We must question those ready-made syntheses, those groupings that we normally accept before any examinations.-Foucault, 2010, p. 22A range of research methodologies with different epistemological and ontological positions can and should be utilized in research. The over-reliance on one sort of research method runs danger of not fully understanding nature of phenomenon.-Hanauer, 2010, p. 139In a recent essay on agency and resistances among Native American students, Timothy J. San Pedro (2015) made four points that clarify correspondences we believe exist between resistance to establishing institutional disciplinarity in universities and oppression of individual students. First, San Pedro (2015) reminded us that we must consider hierarchies of power, a concept that applies equally to plight of individuals in classrooms and to disciplines in institutions insofar as both are affected by the ways dominant . . . denounce, rebuke, and/or silence [alternative] . . . identities, experiences, and knowledges (p. 137). With regard to institutional identities, Bizzaro (2004) noted that one characteristic of an emerging discipline in English studies is its effort to contextualize itself by demonstrating its similarity to subject areas already in field, and therefore higher in hierarchy of power. Contextualization, then, is a response to an existing hierarchy among disciplines and subjects of study. It is an acknowledgement of whose knowledge counts and whose way of making knowledge matters. Indeed, scholars are correct when they argue that, in making change in institutions, hierarchies of power need to be considered (San Pedro, 2015, p. 135). San Pedro led us to ask a question that is crucial to we report in this essay: What battles ensue when scholars refuse to succumb to dominant cultural or disciplinary perspectives?Second, when San Pedro (2015) empowered us to see necessity of examining teaching practices and texts used in school, we were also able to see necessity of adding research methodologies to San Pedro's list, especially as existing attempt to sustain imperialistic legacies of schooling (p. 135). Third, we must acknowledge imperial legacies that continue to be taught in schools, including what constitutes data or evidence in construction of knowledge. And, finally, we must acknowledge necessity and relevance of other knowledges (San Pedro, 2015, p. 136). An anecdote from Wendy Bishop (2003) eloquently demonstrates San Pedro's points about how oppression of students connects to way disciplines of power in English studies (and elsewhere in most universities) retain their power.Bishop (2003) recounted her department's concern over who owns creative nonfiction. A graduate student in composition and rhetoric wanted to add literary nonfiction . . . as a minor area of his degree study in a department that grants English PhD with an emphasis in literature, composition and rhetoric, or creative (p. 259). At time, there were no designated courses in creative nonfiction at her university. Bishop was unprepared for vehement response by graduate committee to candidate's request. She thus documented composition's intrusion into territory simultaneously inhabited by creative writing and literature:Equally suspicious seemed to be this candidate's motives: what were those of us in composition really up to in proposing such a minor area in first place? Wasn't nonfiction studio domain of creative writers or scholarly domain of literary critics and, no matter what, certainly somehow distinct from profession of composition? (Bishop, 2003, p. 260)San Pedro's and Bishop's anecdote set up motivating concern of this essay: Is there a method of research uniquely suited to conducting research in academic creative writing? Tensions such as one Bishop describes still exist. …" @default.
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• W2759668811 date "2017-08-01" @default.
• W2759668811 modified "2023-09-24" @default.
• W2759668811 title "Research in Creative Writing: Theory into Practice" @default.
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