ABSTRACT

The higher education landscape has been amidst change over recent years. At the time of writing this paper, the pandemic outbreak has had a substantial impact on the higher education sector. This was our last year as early career researchers, but the prospect of promotion was replaced with managing unpredicted short-term job insecurity. In writing this article, we engage with collaborative diffractive autobiographical writing, re-membering, re-connecting and re-experiencing our autobiographical accounts, written at the beginning of our transition into academia. Through diffractive analysis, we shifted from positivistic approaches that assume a rigid separation between observer and the observed, to engage in an ongoing (re)pattering and (re)(con)figuring of our identities during this transition. In an intentional disruption of binary, we engage in writing as an event of interaction with texts, allowing ourselves to be affected by and experience these propositions in their mutual entanglements.

摘要

近年来，高等教育领域发生了变化。在撰写本文时，大流行的爆发已对高等教育部门产生了重大影响。这是我们作为早期职业研究人员的最后一年，但是晋升的前景已由处理无法预测的短期工作不安全感所取代。在撰写本文时，我们参与了协作式衍射自传写作，重新记忆，重新连接和重新体验自传，这是在我们过渡到学术界之初编写的。通过衍射分析，我们从假设观察者与被观察者之间严格分离的实证方法转变为在此过渡过程中对我们的身份进行持续的（重新）构图和（重新）（构图）形象化。在故意破坏二进制文件的情况下，