Emily Orley

Bio: Emily Orley is an academic researcher. The author has contributed to research in topics: Sociology & Professional writing. The author has an hindex of 1, co-authored 1 publications receiving 4 citations.

Editing as Creative Act

Abstract: The following is a provocation inspired by my own imagined conversations with the works of five makers and thinkers who have all profoundly shaped my outlook at different times over the last twenty years. These are the American scholar and cultural theorist Laura Harris; the French theatre maker and educator Jacques Lecoq; the British cultural geographer Doreen Massey; the American scholar, feminist, and cultural theorist Jennifer C. Nash; the Brazilian cultural theorist, psychoanalyst, and curator Suely Rolnik, and American scholar Gregory Ulmer. Together, they form an eclectic but brilliant group of individuals, whose writing, thinking, and doing have made me ask questions in new ways.

Editing as Creative Act: An Experiment in Speculative Thinking

Abstract: Abstract:The following is a provocation inspired by my own imagined conversations with the works of five makers and thinkers who have all profoundly shaped my outlook at different times over the last twenty years. These are the American scholar and cultural theorist Laura Harris; the French theatre maker and educator Jacques Lecoq; the British cultural geographer Doreen Massey; the American scholar, feminist, and cultural theorist Jennifer C. Nash; the Brazilian cultural theorist, psychoanalyst, and curator Suely Rolnik, and American scholar Gregory Ulmer. Together, they form an eclectic but brilliant group of individuals whose writing, thinking, and doing have made me ask questions in new ways.

Recovering inspiration in the spaces of creative writing

Abstract: This paper emerges from a project conducted between academics in literary studies and geography that explored the creative process amongst writers who write for pleasure. It seeks to understand writing as creative process as well as simply representation, recovering process as a part of creative making. Building on a long tradition of theorising process and creativity in literary studies, which has cumulatively discredited the idea of inspiration, this paper asks whether a fresh engagement between geography, literary studies and other work on creative writing can provide new insights into the creative process. Recognising that questions of representation have been pursued with different trajectories in geography and literary studies, this paper attempts to identify our common intellectual concerns as well as asking whether a rapprochement between questions of representation and non-representational theory can provide the stimulus for an enlivened account that recovers the place of inspiration in creative writing. © 2010 The Authors. Journal compilation © Royal Geographical Society (with The Institute of British Geographers) 2010.

Towards a paracontextual practice* : (*with footnotes to Parallel of life and art)

Abstract: PhD Thesis (images have been removed from E-version for copyright- request print to see images)

The Art of Writing Place

Abstract: This paper provides an overview of recent work by academic geographers who use creative approaches to writing, both structurally and linguistically, to explore and advance themes relating to space and place. It places this work in the context of other contemporary engagements with creative practices in cultural geography and sets out some of the possibilities for, as well as the challenges associated with, a “creative-critical” approach to writing geography. It outlines several ways in which this approach can help cultural geographers engage with certain ideas about place through a focus on three particular themes: (1) the idea of place as something fluid and always-becoming; (2) the relationship between the body and place; and (3) the spatiality of text.

Autoethnography and the study of academic literacies: exploring space, team research and mentoring

Abstract: Autoethnography is the study of culture through the study of self (ELLIS, 2004; ELLIS et al, 2011). In this paper, we explore the value of autoethnography in the study of academic literacies. We draw on our own experiences as ethnographers and autoethnographers of literacy to provide illustrative examples. We show how autoethnography has provided a fresh understanding of the role of place and space in developing academic writing across countries and between English and Spanish (OLMOS-LOPEZ, 2019). We discuss the value of team autoethnography in researching academic writing (TUSTING et al., 2019). And we reflect together on our own journey of development as academic writers, showing how a mentoring relationship has been part of both of our trajectories. The paper aims to argue for the value of autoethnography as an approach to studying academic literacy practices, particularly in providing insight into identity and personal experience.