IMISCOE SC EduSocial On-line Writing Retreat

13 September 2022

13 October 2022, 10.30am-14.00pm (CET)

 

Writing together to beat the ‘PhD blues’!

  

Why a writing retreat?

Inspired by many uplifting writing retreat  initiatives that have been taking place lately, like the SC GenSe’s one, our standing committee is pleased to announce the first EduSocial on-line writing retreat. The aim of our on-line writing retreat is to promote a dedicated slot to academic writing – thesis, articles, projects – in a supportive, creative, motivating, safe and non-surveillance environment. This is an opportunity to focus on academic writing, and at the same time to share its challenges with other peers and be familiarized  with good writing practice. Dedicating some time to writing only is not an easy task, but with a little help from our friends and previous planning for ensuring that the daily endeavors – shopping, housework, last minute appointments – it might be possible (and worth it).  

 

Who can join the SC EduSocial on-line write?

The retreat is an open and free of cost initiative of the IMISCOE SC EduSocial to PhD students and early researcher careers. Scholars at any level are also welcome to attend.

 

Registration

Please, click here to start your registration, deadline: 04 October 2022. The link  for the event will be sent the day before to registered participants.

 

 Facilitator

The writing retreat is organized by the SC EduSocial and led by Thais França. Thais is an integrated researcher at CIES-Iscte, Portugal and part of the EduSocial coordination. Following a decolonial approach, her main research focuses are gender and race inequalities in migration and mobility dynamics. She is a frequent participant of GenSem on-line writing retreats and had taken part in several others face-to-face retreats.

If you have any question, drop her a line: This email address is being protected from spambots. You need JavaScript enabled to view it.

 

Bibliography

  • Murray R. & Newton M. (2009) Writing retreat as structured intervention: margin or mainstream? Higher Education Research & Development, 28(5), 541–553. 
  • Beasy, K. et al. (2020) Writing together to foster wellbeing: doctoral writing groups as spaces of wellbeing, Higher Education Research & Development, 39:6, 1091-1105. 
  • Grant, B., 2006. Writing in the company of other women: Exceeding the boundaries, Studies in Higher Education, 31(4), 483–495 .

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