Storying the Self

The chapters in this collection explore the constellation of points where stories of individual experience and experiences are in dialogue with political, cultural and social narratives.

Encompassing themes of individual and social identities and relationships, (un)belonging, motherhood, academic lives and what it means to be an arts practitioner, these stories and accounts continue and expand the ongoing conversations of how practitioners and academics do their work. They show the ongoing need to rethink and re-examine how to do critical and engaging scholarly work. Life stories are necessarily, messy, complex, personal and often deal with experiences that have been challenging for the author in some way.

Contributions from Ross Adamson, Suzy Bamblett, Emily Bell, Jenni Cresswell, Hannah Davita Ludikhuijze, Sandra Lyndon, Vanessa Marr, Jess Moriarty, Éva Mikuska, Holly Stewart, Deirdre Russell, Louise Spiers, Lucianna Whittle.

This is the first book in a new series. The Performance and Communities Book Series celebrates, challenges and researches performance in the real world. The series will consider how contemporary performance can engage, build and learn from previous, existing, evolving and new communities of people - practitioners, academics, students, audiences.

Auteur

Ross Adamson is a researcher/practitioner in documentary filmmaking and digital storytelling. He has completed a doctorate in education at Bournemouth University on practical knowledge and documentary filmmaking and collaborated on several digital storytelling projects (AHRC and EU funding). He publishes narrative hermeneutic research in auto/biography, and documentary filmmaking and digital storytelling practices.

Dr Jess Moriarty is a principal lecturer at the University of Brighton where she is course leader on the creative writing masters degree. She has published widely on autoethnography and pedagogy in writing practice. Jess works on engaging students in community projects and using innovative and personal writing to challenge traditional academic discourse. She focuses on developing her student's confidence with their creativity and writing.