"The First [Draft] was a lot of Me . . . but the Second One is What They Want": A Multiple-Case Study of Four Indigenous Students' Experiences With Academic Writing
This multiple case study explores the experiences that four Indigenous students have with academic writing as an important step toward addressing the pervasive gap in postsecondary achievement rates between Indigenous and non-Indigenous students in Canada. This study draws on an Indigenous-based research approach, as well as critical and social approaches to academic writing, to explore students' experiences with academic writing. Interview questions, sketches, and samples of students' writing
... ere used to elicit accounts of experiences. These experiences point to a perceived distance between the writing the students produce and the writing they feel they ought to produce. Students' accounts suggest that in spite of their location in a Eurocentric and predominately White institution, Indigenous students can appropriate academic writing for their own purposes and use it as a form of resistance. Implications for pedagogy include the need to create transformative spaces for the negotiation of, and talk about, academic writing. Gratitude List Grateful: To Dr. Artemeva, for side-swiping me head-long into a graduate program I had not known existed at the time, and did not plan on attending. To Dr. Fox, for enduring my impromptu office visits (so many ideas!) and endless requests for references. To Dr. Gentil, for encouraging my questions, allowing me the space to negotiate my writing, and for continued support. To my Beijing Correspondent (Dr. Smart), for frustrating me (a great thing, actually) and reminding me to meet readers halfway. To Frankie (my dog) and Gibson (my cat), for checking up on me whilst writing and providing me with demanding my company. To my teachers, guides, community, and Elders, for helping me to stay grounded and reminding me that everything is on the path, even (especially!) theses. To Lisa, my sister-researcher, for allowing me to speak in incomplete sentences, listening, and saying she understood me even if she did not (because I just needed a sounding board). To Sean, my partner, for supporting my disappearance acts (#gottawrite), for reminding me to stay balanced with a full life that exists outside of academia (#getoutdoors), and for nearly falling asleep during my trial thesis presentation runs (that bad huh?). To the people who participated in this study, for sharing their stories, trusting me, and teaching me. To Joan and Connie (and the rest of Team ALDS), for all the visible and invisible, big and seemingly tiny tasks they do to help everyone to be their best. Finally, to the (maybe) six people who will read this (very long) thesis in its entirety, for your perseverance.