Beruflich Dokumente
Kultur Dokumente
MIKE GALLANT
Mike Gallant
Norhavn
Upper Hillside
Gulberwick
Shetland ZE2 9JX
mike.gallant@ bristol.ac.
uk
Fe b r u a r y 2 0 0 7
An experience of inscribed collectivity
Abstract
conflation or abandonment.
pain of inscription.
societies2.
subject matter.
10
11
12
After I read it out to you, you gave your first impressions - and I jotted
down some of the words and phrases that resonated with my own
experience and added to it.
Appendix 2).
CB: THEY
DID IT THEIR
WAY!
To quote Davies, et al: the UK we can take the
(2000 :19) this process is strain and lap up the pain!
not the ‘warm fuzzy pursuit Well, that wasn’t to be the
of empathy’ and ‘The message the mad bolshies in
questioning and challenging one caucus would take heed
of each other’s stories can of. They thought they knew
take on a ruthless better! Three women and two
quality’11 men (whoever heard of
This was the way that mixing gender in Collective
tutors broke the news to Biography? – there’ll
the participants on the always be questions there
Collective Biography won’t there?) played away
workshop at Toffsville Uni and claim to have done the
last October – no, there whole thing painlessly.
would be no tree frogs in One member of the tear-away
Bristol – because here in gang, Mike Gallant, said
‘it’s all about involvement
and intimacy, caring and Collective Biography it’s
contentment, it’s about the gotta hurt – know what we
paradoxes of mean?
poststructuralist humanism Have your say – log on at
and a constructionist www.cb.getitright.co.uk to
worldview.’ tell the softy lefties that
‘Bollocks!’, we say - if socialism just ain’t like
it’s going to be proper that! Ask Frigga Haug!
Mortal, invisible
In life inaccessible
Explorative
Shame
Group Process
Inexplicable connection
Possessiveness
>
Yes, let’s get back
> Back to the there! And the
collective. Plgiarism sooner the better …
plagiarism.
Notes
3. Our tutors, Jane Speedy, Tim Bond and Malcolm Reed, set the
‘rules’ for our Collective Biography workshop before we began
(see Appendix 1). In practice, Group C discovered such
delight in the story-telling aspects of the process, and such a
sense of immediacy in our first written work, that we ignored
rules and created an intimate group experience that perhaps
led more towards personal growth than a Collective
Biography. I was happy to take such a rare opportunity to
share intimate life experience, and to enjoy the feelings
engendered. For us, Collective Biography appeared to be
about the outcomes suggested by Bronwyn Davies and
colleagues (2004) though without the ruthless qualities of
questioning and without the fuzzy empathy. Empathy was
not what I, at least, felt – connection and intimacy describe
my feelings more accurately. The difference is certainly
subtle!
4. The left hand column is the work of Sue Dale - shared with
the collective (by email) November 2006. I have written a
commentary of my reactions to her words in the right hand
column.
Bell, Christine (2006) Hoping for Tree Frogs. Draft Assignment for
Bristol University EdD Collective Biography module, sent by email on
6th December 2006.
Jack’s Shack (2006) “Teach Your Boy to Pee Like a Man” [posted
March 30 2006] from Jack’s Shack blog accessed at
http://wwwjackbenimble.blogspot.com/2006/03/teach-your-boy-to-pee-like-
man.html 19th January 2007.
Simon Smith and the Amazing Dancing Bear (2007) “Are you ‘in’
or ‘out’?” [posted January 19th 2007] from Simon Smith and the
Amazing Dancing Bear’s Blog accessed at
http://simonsmithandtheamazingdancingbear.blogspot.com/ 3rd February
2007.
By removing the general, the vague, the unclear (as far as the
collective imagination goes) we are not trying to get closer to the ‘real’,
but rather, exposing more of the discursive processes and imperatives
that are at play
To quote Davies, et al: (2000:19) this process is not the ‘warm fuzzy
pursuit of empathy’ and ‘The questioning and challenging of each
other’s stories can take on a ruthless quality’
This perhaps seems a little stark but the purpose is not to tell the
original storyteller’s story to their own personal satisfaction, it is to tell
it in a way that can be vividly imagined by others (for which sharply
accurate and specific reflections and questions from others are
required)
I’ve lost control. I’m not who I thought I was. I was … I was me.
I was a child if I was anything at all, and now I’m not who I should
be – and there’s even worse. But I’ll come to that later – first
things first.
The car pulls up outside the school gates and I pull open the
door. It’s a boy’s school. A boys preparatory school. Can I be
prepared anymore? How to please my parents, to be the girl
they want but somehow can’t have because of me?