Deeply Digital in Shallow Times: Writing Communities in the Shadow of the Pandemic

Tara Brabazon; Elisa Armstrong; Nicky Baker; Samantha Batchelor; Julie Brose; Sue Charlton; Rebecca Carpenter-Mew; Maive Jackson Collett; Amanda Cooper; Sharon Ganzer; Cheryl Hayden; Libby Hammond; Anne McLeod; Jane Phillips; Jessica Thomas; Susan Witt

doi:10.23918/ijsses.v8i4p230

International Journal of Social Sciences & Educational Studies (Dec 2021)

Deeply Digital in Shallow Times: Writing Communities in the Shadow of the Pandemic

Tara Brabazon,
Elisa Armstrong,
Nicky Baker,
Samantha Batchelor,
Julie Brose,
Sue Charlton,
Rebecca Carpenter-Mew,
Maive Jackson Collett,
Amanda Cooper,
Sharon Ganzer,
Cheryl Hayden,
Libby Hammond,
Anne McLeod,
Jane Phillips,
Jessica Thomas,
Susan Witt

Affiliations

Tara Brabazon: Professor of Cultural Studies at Flinders University, Australia
Elisa Armstrong: PhD Candidate at Flinders University, Australia
Nicky Baker: PhD Candidate at Flinders University and Physiotherapist, Australia
Samantha Batchelor: PhD Candidate at Flinders University, Australia
Julie Brose: PhD Candidate at Flinders University, Australia
Sue Charlton: Regional physiotherapist working at Stop Health – A Multidisciplinary Pediatric Allied Health Practice in Regional South Australia
Rebecca Carpenter-Mew: PhD Candidate at Flinders University, Australia
Maive Jackson Collett: PhD Candidate at Flinders University, Australia
Amanda Cooper: PhD Candidate at Flinders University, Australia
Sharon Ganzer: PhD Candidate at Flinders University, Australia
Cheryl Hayden: Writer and Communication Specialist, Australia
Libby Hammond: PhD Candidate at Flinders University, Australia
Anne McLeod: Workplace Learning Coordinator at Charles Sturt University, Australia
Jane Phillips: PhD Candidate at Flinders University and Lymphoedema Physiotherapist and Member of the Australian College of Physiotherapy, Australia
Jessica Thomas: PhD Candidate at Flinders University, Australia
Susan Witt: PhD Candidate at Flinders University, Australia

DOI: https://doi.org/10.23918/ijsses.v8i4p230
Journal volume & issue: Vol. 8, no. 4
pp. 230 – 253

Abstract

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Recent studies have confirmed profound mental health concerns within PhD student cohorts. Phrases like ‘imposter syndrome’ pepper student narratives of their candidature. This article explores one intervention in this tale of mental health concerns, attrition and disappointment. Exploring a born-digital writing community termed the Write Bunch, we investigate how communities can be formed that enable support and success, compassion and excellence. This study is particularly noteworthy because the interruptions of COVID-19 were managed through already existing support structures.

Published in International Journal of Social Sciences & Educational Studies

ISSN: 2409-1294 (Print); 2520-0968 (Online)
Publisher: Tishk International University
Country of publisher: Iraq
LCC subjects: Education: Education (General)
Website: https://ijsses.tiu.edu.iq/

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