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    Towards a ‘Community for Practice’—A Narrative Analysis of the Evolution of Higher Education Scholars
    (MDPI (Basel, Switzerland), 2023-12-14) Scott J; Pryce J; Reinke NB; Li D; Shuker M-A; Singleton R; Tsai A; Parkinson AL; Ambler T; Sinnayah P; Lim J; Kramarski B
    n higher education (HE), collaborative activities that revolve around a core idea, practice, or knowledge base, such as learning circles, communities of practice or inquiry, peer observation, and peer-assisted teaching, are known to support professional learning. This paper explores the experiences of eight HE scholars from Australia and New Zealand, across four years, as they recognized a new means of collaborative professional development that transcends known approaches and extends beyond an immediate focal point. The group originally formed to support the development of HE fellowship applications, but evolved to what they now consider a community for practice (CfP), where the purpose of collaboration has changed to meet the unique learning needs of each member. During their four years of collaboration, meeting discussions were recorded, and individual and community narrative reflections about participation in the group were created. A thematic analysis of these collective data sources revealed the group’s evolution, and the authors draw on their experiences to tell their story with an aim to enhance professional learning in HE. The study highlights that individuals’ distinct and varied needs can be developed and supported through scholarly, collegial engagements such as a CfP, which does not necessarily require an immediate point of practice.
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    Balancing sleeping with guardianship: narratives of sleep during informal dementia care
    (Bristol University Press and Policy Press, 2024-02-01) Gibson R; Helm A; Ross I; Gander P; Breheny M
    Sleep has been recognised as compromised in dementia care. This study aims to represent the experiences and needs of informal carers via sleep-related accounts. Retrospective interviews were conducted with 20 carers concerning sleep changes across the trajectory of dementia care. Key interactive narratives were around: ‘sleep as my sacrifice’; tensions between identities of being a ‘sleeper’ versus ‘guardian’; and ‘sleep as a luxury’. Maintaining healthy sleep and preferable sleep practices is challenging while balancing the responsibilities of dementia-related care. Acknowledging sleep as a sociological practice enables a greater understanding of carers’ nuanced experience and support needs.
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    Developing a distance-based doctoral supervisory model: Inquiry over disrupted trajectories
    (Taylor and Francis Group, 2023-04-24) Qi GY; Skyrme G; White CJ
    This paper proposes a distance-based doctoral supervisory model to support students in the process of navigating self, agency, and emotions over their doctoral journey. The model emerged through our examination of the lived experiences of three Chinese female doctoral students who, though enrolled as internal students in our New Zealand university, were prevented by the pandemic from returning from their Spring Festival sojourn to China, and continued their study by distance. We employed narrative analysis to deeply engage with their stories shared in diaries and one-on-one interviews, alongside social media interactions. These revealed a strong commitment to study emanating from answerability toward their research projects, already underway, and agentive actions to maintain peer-to-peer academic and emotional support, enabling resilience and reflexivity about personal values and needs. Learning from this experience, we emphasize in our model the need to nurture important bonds between students, their peers and their supervisors in online environments.
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    Experiences of COVID-19 lockdown among older people in Aotearoa: Idyllic or dystopian?
    (Cambridge University Press, 2023-10-02) Breheny M; Stephens C
    The COVID-19 pandemic prompted concern about the wellbeing of older people, however, there have also been accounts of increased sense of community in response to the disruption of established routines. To explore how older people experienced lockdown in Aotearoa/New Zealand, we analysed 635 written comments on the 2020 wave of the Health, Work and Retirement longitudinal survey of people aged 55-85 years. Using narrative genre analysis, we discuss two narratives of lockdown: a narrative of lockdown as 'idyllic' and a 'dystopian' narrative of distrust. Using the idyllic narrative, people described pleasant activities and linked these stories to earlier times when community life was less time-pressured and people were more connected to one another. The dystopian narrative was used to describe politicians and the media as untrustworthy and to depict new vulnerabilities created by the rules of lockdown. These narrative genres provide different positions for older people. In the idyllic narrative, older people are treasured and supported by younger community members, whereas in the dystopian narrative older people feel abandoned and manipulated. These genres draw on possible late-life futures that are familiar to older people: either treasured or discarded. Identifying these narrative genres reveals the different vulnerabilities older people experience. This information can be used to support older people to experience security and to flourish in uncertain times.
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    A performative-performance analytical approach: Infusing butlerian theory into the narrative-discursive method
    (SAGE Publications (UK and US), 2013-10-01) Morison T; Macleod C
    Judith Butler’s theory of performativity provides gender theorists with a rich theoretical language for thinking about gender. Despite this, Butlerian theory is difficult to apply, as Butler does not provide guidance on actual analysis of language use in context. In order to address this limitation, we suggest carefully supplementing performativity with the notion of performance in a manner that allows for the inclusion of relational specificities and the mechanisms through which gender, and gender trouble, occur. To do this, we turn to current developments within discursive psychology and narrative theory. We extend the narrative-discursive method proposed by Taylor and colleagues, infusing it with Butlerian theory in order to fashion a dual analytical lens, which we call the performativity-performance approach. We provide a brief example of how the proposed analytical process may be implemented.