Publication details
A provocative dissonance : Evocative academic writing
| Authors | |
|---|---|
| Year of publication | 2021 |
| Type | Article in Periodical |
| Magazine / Source | Human Affairs |
| MU Faculty or unit | |
| Citation | |
| Web | https://www.degruyter.com/document/doi/10.1515/humaff-2021-0024/html |
| Doi | http://dx.doi.org/10.1515/humaff-2021-0024 |
| Keywords | autoethnography; evocative; collaborative; analytic; narrative |
| Attached files | |
| Description | Most academics write in a dispassionate, third-person voice. That stylistic choice is so expected in academic contexts that when an evocative, first-person voice is used instead, it feels unsettling and out of place to many of us. But why should we react so negatively to such a subversion of expectations? Is it because of the subversion itself, or is it because of an inherent incompatibility between evocative writing and realist analytical traditions? In this paper I’ll show that the freedom of first-person, evocative writing in autoethnography is a strength to be embraced rather than something to be avoided. I’ll further show how offering readers a more complete sensory understanding of experience and meaning isn’t incompatible with realist analytical traditions. I will do this through an exploration of my current research on childhood sexual abuse, which has inspired me to set aside my initial unease with evocative writing and embark on a journey from autoethnographic skeptic to advocate. |