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2.2.4: Writing in research companions as a decolonizing writing practice - Workshop
Chair: Christine Gibb
University of Ottawa, Canada
Once sidelined to footnotes and acknowledgements, research companions have increasingly been rendered visible and their contributions considered in scholarly development writing. Publications typically focus on research assistants (Gold et al. 2014; Turner 2010; Middleton and Cons 2014), accompanying family members (Taylor 2014; Lunn and Moscuzza 2014; Flinn, Marshall, and Armstrong 1998; De Silva and Gandhi 2019), especially children (Starrs et al. 2001; Korpela, Hirvi, and Tawah 2016; Frohlick 2002; Cupples and Kindon 2003; Cornet and Blumenfield 2016; Johnston 2015; Farrelly, Stewart-Withers, and Dombroski 2014; Tripp 2002), with some mention of supervisors, students, colleagues, pets, editors, and other collaborators (Gupta 2014; Heller et al. 2011; Swanson 2008). Writing in research companions remains risky, particularly for aspiring scholars who want to meaningfully recognize the contributions of their collaborators but feel like they must first establish their professional identity and credibility as an independent researcher.
The goals of their workshop are to share and to devise writing practices that meaningfully recognize the contributions of our research companions. The workshop will include a facilitated discussion and small group exercises.