Collaborative Research in Theory and Practice: The Poetics of Letting Go

Description

Offers a timely examination of the nature of 'collaboration' which is something that interdisciplinarity, coproduction and new relationships between Global North and South now rely on This book invites the reader to think about collaborative research differently. Using the concepts of 'letting go' (the recognition that research is always in a state of becoming) and 'poetics' (using an approach that might interrupt and remake the conventions of research), it envisions collaborative research as a space where relationships are forged with the use of arts-based and multimodal ways of seeing, inquiring, and representing ideas. The book's chapters are interwoven with 'Interludes' which provide alternative forms to think with and another vantage point from which to regard phenomena, pose a question, and seek insights or openings for further inquiry, rather than answers. Altogether, the book celebrates collaboration in complex, exploratory, literary and artistic ways within university and community research.

Kate Pahl is Professor of Arts and Literacy at Manchester Metropolitan University. Richard Steadman-Jones is a Senior University Teacher in the School of English at the University of Sheffield. Lalitha Vasudevan is Professor of Technology and Education and Vice Dean for Digital Innovation at Teachers College, Columbia University.

"Opening scholars to new and inspiring ways to write academically, this book takes seriously the art of listening in research sites and poetics' role in lifting out people, places and moments encountered." Jennifer Rowsell, University of Bristol "This smart, beautiful, magical and fierce work lures research out of the academy and into the wild world. It is truly a must-read." Elizabeth Campbell, Appalachian State University "This important book promotes a long-overdue shift in knowledge production by moving away from the authoritarian research models of Western academia to acknowledge the multiple voices and diverging viewpoints of non-academic communities (and rehabilitate them as equally valuable meaning-makers)." Christina Horvath, University of Bath