Threat, drive, and soothe: learning self-compassion in an academic writing retreat. Issue 7 (10th November 2021)

• Record Type: Journal Article
• Authors: Hammond, Kay
• Is Part Of: Higher education research & development. Volume 40:Issue 7(2021)
• Page Start: 1437
• Page End: 1451
• Publication Date: 2021-11-10
• Subjects: Autoethnography -- reflective practice -- writing retreat -- emotional regulation -- self-compassion -- neoliberal university; Education, Higher -- Australia -- Periodicals; 378.94
• DOI: 10.1080/07294360.2020.1830037
• Languages: English
• ISSNs: 0729-4360

Abstract

ABSTRACT: As an experienced participant in academic writing retreats, I became aware of conflicting feelings during retreats between ideas of restorative practice and the pressure to produce outputs. Through autoethnographic inquiry, I examined this conflict. I wrote a reflective journal to describe my lived experience of a recent retreat and analysed the text using a self-compassion framework of Gilbert's emotional regulation systems: drive, threat and soothe. Using these three systems as three characters within myself, I explored the influences of the neoliberal university context on my lived experience and sense of my academic identity and well-being. I used these insights to develop a transformed writing identity and practice. I moved from uncritical awareness of my internalisation of neoliberal values of isolation and output, to a more self-nurturing and connected practice. This research offers encouragement to other educators seeking transformative potential through examining their experiences, contexts, identity, and well-being.