A year of writing 'dangerously': A narrative of hope

Journal article

Yoo, Joanne. (2018). A year of writing 'dangerously': A narrative of hope. New Writing. https://doi.org/10.1080/14790726.2018.1520893
AuthorsYoo, Joanne
Abstract

This paper documents a year of writing dangerously to discover creative forms of inquiry that generate impact through emotional resonance. Such writing is defined as ‘dangerous’, as it involves exploring non-traditional and creative approaches, such as expressive, narrative, embodied and poetic writing. ‘Dangerous’ writing is often motivated by having the end in sight, as an awareness of limited time can help academics to prioritise personally meaningful work. Writing dangerously embodies an individual’s fundamental beliefs about an academic career worth having.

Keywordsdangerous writing; academic work; autoethnography
Year2018
JournalNew Writing
PublisherRoutledge
ISSN1943-3107
Digital Object Identifier (DOI)https://doi.org/10.1080/14790726.2018.1520893
Page range1 - 10
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
Permalink -

https://acuresearchbank.acu.edu.au/item/892vy/a-year-of-writing-dangerously-a-narrative-of-hope

Log in to edit

Restricted files

Publisher's version

  • 123
    total views
  • 0
    total downloads
  • 2
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Wayfinding and decolonising time
Tuinamuana, Katarina and Yoo, Joanne. (2021). Wayfinding and decolonising time. In Wayfinding and critical autoethnography pp. 53-68 Routledge, Taylor & Francis Group.
My child and his beautiful body
Yoo, Joanne. (2020). My child and his beautiful body. Qualitative Inquiry. 26(3-4), pp. 257-261. https://doi.org/10.1177/1077800419838578
Reading autoethnography: The impact of writing through the body
Tuinamuana, Katarina and Yoo, Joanne. (2020). Reading autoethnography: The impact of writing through the body. The Qualitative Report. 25(4), pp. 999 - 1008.
Populism, media and education: challenging discrimination in contemporary digital societies
Yoo, Joanne. (2019). Populism, media and education: challenging discrimination in contemporary digital societies. Studies in Continuing Education. 41(1), pp. 132 - 133. https://doi.org/10.1080/0158037X.2017.1384630
Creating a positive casual academic identity through change and loss
Yoo, Joanne. (2019). Creating a positive casual academic identity through change and loss. In In C. Manathunga and D. Bottrell (Ed.). Resisting neoliberalism in higher education volume II: Prising open the cracks pp. 89 - 107 Palgrave Macmillan. https://doi.org/10.1007/978-3-319-95834-7_5
Making 'visible' the 'invisible' work of academic writing in an audit culture
Tuinamuana, Katarina, Bentley-Williams, Robyn and Yoo, Joanne. (2019). Making 'visible' the 'invisible' work of academic writing in an audit culture. In In D. Bottrell and C. Manathunga (Ed.). Resisting neoliberalism in higher education volume I: Seeing through the cracks pp. 223 - 239 Palgrave Macmillan. https://doi.org/10.1007/978-3-319-95942-9_11
Teachers as creative writers: Needs, desires and opportunities for growth
Yoo, Joanne. (2018). Teachers as creative writers: Needs, desires and opportunities for growth. New Writing. 15(3), pp. 300 - 310. https://doi.org/10.1080/14790726.2017.1391296
Exploring a timeless academic life
Yoo, Joanne. (2018). Exploring a timeless academic life. Qualitative Inquiry. 25(2), pp. 192 - 199. https://doi.org/10.1177/1077800417745102
Creative writing and academic timelessness
Yoo, Joanne. (2018). Creative writing and academic timelessness. New Writing. 16(2), pp. 148 - 157. https://doi.org/10.1080/14790726.2018.1490776
Getting the most from Google classroom: A pedagogical framework for tertiary educators
Heggart, Keith and Yoo, Joanne. (2018). Getting the most from Google classroom: A pedagogical framework for tertiary educators. Australian Journal of Teacher Education. 43(3), pp. 140 - 153. https://doi.org/10.14221/ajte.2018v43n3.9
Illness as teacher: Learning from illness
Yoo, Joanne. (2017). Illness as teacher: Learning from illness. Australian Journal of Teacher Education. 42(1), pp. 54 - 68. https://doi.org/10.14221/ajte.2017v42n1.4
Writing out on a limb: Integrating the creative and academic writing identity
Yoo, Joanne. (2017). Writing out on a limb: Integrating the creative and academic writing identity. New Writing. 14(3), pp. 444 - 454. https://doi.org/10.1080/14790726.2017.1317274
Making research relevant through an engagement of identities
Yoo, Joanne, Carter, Don and Larkin, John. (2017). Making research relevant through an engagement of identities. Issues in Educational Research. 27(2), pp. 381 - 398.
Project-based learning in the primary school classroom
Maher, Damian and Yoo, Joanne. (2017). Project-based learning in the primary school classroom. In In R. V. Nata (Ed.). Progress in education pp. 105 - 119 Nova Science Publishers.
Teacher emotion and learning as praxis: Professional development that matters
Yoo, Joanne and Carter, Don. (2017). Teacher emotion and learning as praxis: Professional development that matters. Australian Journal of Teacher Education. 42(3), pp. 38 - 52. https://doi.org/10.14221/ajte.2017v42n3.3
Learning bodies: What do teachers learn from embodied practice?
Yoo, Joanne and Loch, Sarah. (2016). Learning bodies: What do teachers learn from embodied practice? Issues in Educational Research. 26(3), pp. 528 - 542.
Straddling two worlds: How academic literacy can inform discipline-specific teaching
Yoo, Joanne. (2016). Straddling two worlds: How academic literacy can inform discipline-specific teaching. Journal of Academic Language and Learning. 10(1), pp. A-169 - A-178.
The Value of Aesthetic Teacher Learning: Drawing a Parallel between the Teaching and Writing Process
Yoo, Joanne. (2014). The Value of Aesthetic Teacher Learning: Drawing a Parallel between the Teaching and Writing Process. Australian Journal of Teacher Education. 39(9), pp. 76 - 85. https://doi.org/10.14221/ajte.2014v39n9.6
Revisiting and rewriting early career encounters: Reconstructing one 'identity defining' moment
Yoo, Joanne. (2011). Revisiting and rewriting early career encounters: Reconstructing one 'identity defining' moment. Australian Journal of Teacher Education. 36(3), pp. 63 - 78. https://doi.org/10.14221/ajte.2011v36n3.6