The Solution of Cycling. Bicycle Politics: Review Essay. (1 of 4)

Work on my community bicycle PhD research project requires me to read a lot of academic literature on bikes. Whilst it is my immense pleasure, there is always more to read. Recently, I came across a review essay by Dr Jennifer Bonham (University of Adelaide) that summarised and appraised three key (and popular) American ‘bicycle politics’ books. This essay a very interesting read as it identifies critical histo-politico-social aspects of bicycling from each of the books in an accessible, succinct and thoughtful way. Woohoo! What a gift! So here is Dr Bonham’s full essay IDEAS IN MOTION: ON THE BIKE as a series of four blog posts. This first post covers the intro and background, followed by three more – one post each reviewing, in turn, the three bicycle books below. A massive thank you to Jennifer for her analytical synthesis explaining why riding a bike is a political act. Enjoy! NG.

  • Wray, J. H. (2008). Pedal power: The quiet rise of the bicycle in American public life. Boulder, CA: Paradigm Publishers.
  • Furness, Z. (2010). One less car: Bicycling and the politics of automobility. Philadelphia, PA: Temple University Press.
  • Mapes, J. (2009). Pedaling revolution: How cyclists are changing American cities. Corvallis, OR: Oregon State University Press.
Bicycle Politics: Review Essay. The Solution of Cycling. 1 of 4. Bicycles Create Change.com. 8th April, 2019.
Image: Golfian.com

Introduction: The Solution of Cycling

by Dr Jennifer Bonham (University of Adelaide).

Since the mid-1990s, bicycling has been identified as a solution to problems ranging from climate change and peak oil to urban livability, congestion and public health. A plethora of guidelines, strategies, policy statements, plans and behavior change programs have been produced— especially in industrialized countries—in an effort to encourage cycling. Despite many localities registering increases in cycling over the past decade, English-speaking countries such as Australia, Canada, the United Kingdom and United States continue to have extremely low national rates of cycling. The benefits of cycling are widely accepted and barriers well documented but changes are slow, uneven, and often contested. The disjuncture between government rhetoric and commitment to bicycling (via legislation, funding, infrastructure) foregrounds the broader cultural and political context within which cycling is located.

Implementing pro-cycling1 policies is difficult in cultural contexts where bicycles/bicyclists are set in a hierarchical relation with automobiles/ motorists and the latter valued over the former. It is equally difficult to effect cultural change when decision makers fail to prioritize cycling on the political agenda. A key research problem has been to understand how the hierarchical relation between different travel practices has been established and reproduced. Often, this problem is approached by centering the automobile in the analysis:2 a tactic which positions the motor vehicle in a series of dichotomous relations with “other” travel practices—private/public, motorized/non-motorized, choice/captive.

Such dichotomous approaches have been widely criticized for re-creating rather than undermining established hierarchies.3 An alternative tactic involves unpicking the mechanisms through which these categories are produced and bodies are differentially valued. Recently the bike has been placed at the centre of the analysis in an effort to unsettle its persistent marginalization. However, this type of analysis will be limited if it simply reproduces the bicycle/automobile dichotomy.

Throughout the late twentieth century, “cyclists” and everyday practices of cycling have been constituted through concepts and research practices within the field of transport and positioned as problematic—in terms of safety, efficiency, orderliness. But the past 15 years4 have seen researchers from a range of disciplines—health, political science, geography, sociology, urban planning and transport—creating new “versions” of cycling.5 As they centre bicycling in their work and offer recommendations on “what is lacking” and “what should change” they also provide insights into the mechanisms by which cyclists have been explicitly excluded from or marginalized within public space, academic study and public policy. This literature is a fundamental part of political and cultural change not so much for the veracity of its claims but in re-constituting cycling as an object of study and opening the path to alternative ways of thinking about and practicing mobility.

From the early 2000s, there has been a steady growth in research into practices of cycling and cycling sub-cultures.6 Arguably, this ethnographically oriented work can be traced to Michel de Certeau’s seminal essay Walking in the City,7 which made apparent the historical and cultural specificity of contemporary travel practices. There has been a steady growth in research into particular travel/mobility practices and sub-cultural groups who identify through their mobility.8 The study of local cycling groups and cycling sub-cultures challenges hegemonic meanings, which devalue bicycling, and offers alternative mobility futures. They can also link bike riders to more mainstream values and beliefs thereby questioning their marginal status. The very practice of riding a bike and/ or being part of a cycling sub-culture is implicitly political as it challenges dominant forms of mobility. However, some individuals and sub-cultural groups are explicitly political as they use the subject position of cyclist as a means by which to resist exclusion and advocate for bike riding.

The books reviewed in this paper examine the bicycle culture-politics nexus in the context of the United States. They provide explanations for the marginalization of cycling but more particularly they are concerned with how to bring about change. Each author addresses culture and politics to different degrees, recognizing them as inextricably linked but emphasizing one or the other in their analyses. They draw upon research from health and environmental sciences, architecture, urban, and transport planning to support their arguments rather than reflecting on this knowledge as a fundamental part of contemporary culture or cultural change. Culture is discussed in terms of the sites through which meanings are attached to cycling—especially film and television, literature, advertising, and news reporting—and how these are being challenged through the bicycle cultures and everyday mobility practices that form part of a growing social movement in cycling.

Image: Bikeyface.com

Notes

  1. Pedestrians, public transport users, scooter riders, roller bladers and so forth could be included along with cycling.
  2. For example, James Flink, The Car Culture (Massachusetts: MIT Press, 1975); Peter Freund and George Martin, The Ecology of the Automobile (Montreal: Black Rose Books Ltd 1993); Mimi Sheller and John Urry, “The City and the Car,” International Journal of Urban and Regional Research 24 no. 4 (2000): 737–757.
  3. Feminists from Butler to Hekman have been at the forefront of this critique. Judith Butler, Gender Trouble (New York: Routledge, 1990); Susan Hekman, The Material of Knowledge: Feminist Disclosures (Bloomington: Indiana University Press, 2010).
  4. This timeline reflects research into everyday cycling in English-speaking countries.
  5. Borrowing Annemarie Mol’s theorization of different versions of reality, I want to suggest we do not have a single object (the cyclist) which is studied through a different lens by each discipline; rather we create the cyclist in different ways through the methodologies we use within each discipline. Annemarie Mol, The Body Multiple: Ontology in Medical Practice (Durham: Duke University Press, 2002).
  6. The Ethnographies of Cycling workshop held at Lancaster University in 2009 included presentations from a number of researchers working in this area since the early 2000s. http://www.lancs.ac.uk/fass/centres/cemore/event/2982/
  7. Michel de Certeau, The Practice of Everyday Life (Berkeley: University of California Press, 1984).

Dr Jennifer Bonham is a senior lecturer in the School of Social Sciences, University of Adelaide. She has a background in human geography specializing in urbanization and cultural practices of travel. Her research focuses on devalued mobilities as it explores the complex relationship between bodies, spaces, practices, and meanings of travel. Her current research explores the gendering of cycling. Jennifer’s work is informed by a concern for equitable and ecologically sustainable cities.

Contact details: School of Social Sciences, University of Adelaide, Adelaide 5005, Australia. jennifer.bonham@adelaide.edu.au

This excerpt is from: Bonham, J. (2011). Bicycle politics: Review essay. Transfers, 1(1), 137. doi:10.3167/trans.2011.010110.

Images included here are not part of the original publication.

PhD Researcher Intern Wanted

As part of my PhD research and work at Griffith University, I get a few opportunities to work on research projects. At the moment, I am at capacity and full workload so no new work for me. But one PhD researcher/ intern vacancy come across my desk this week I thought might be interesting for a few Brisbane-based PhD readers. Here it is. Good luck! NG.

PhD Researcher Intern Wanted. Bicycles Create Change.com. 4th April, 2019.

Project details

  • Applications Close: 24th April 2019
  • Reference: APR – 849A
  • Payment: $3,000 per month stipend
  • Location: Spring Hill, Brisbane QLD (although travel may be required)
  • Duration: 4 months
  • Proposed start date: May/June 2019
  • Contract company: APR Intern

Project Background

Veterans, particularly younger veterans without Gold Cards, report significant challenges in accessing appropriate General Practice support, as well as medical specialists related to chronic medical conditions and surgical services. Finding medical specialists who understand the package of health issues faced by veterans can be a challenge. Finding medical specialists who are also willing to engage with the Department of Veteran Affairs (DVA) payment system, where healthcare is eligible for DVA funding, is a second and significant challenge.

Often, veterans report that they have attempted to navigate the complex civil healthcare system only to find their referred specialist is unwilling to provide services at DVA rates. This forces the veteran to return to their General Practitioner for a new referral, or in many cases, veterans drop out of the health system until their condition deteriorates where healthcare costs are known to escalate.

Research to be Conducted

In Phase 1 of the project, a series of questionnaires, surveys and feedback tools will be applied to the younger veteran target population. These questionnaires and surveys will be delivered through a combination of face-to-face, telephone and online survey instruments. Using a combination of Likert scale and open questions, these surveys will allow the team to refine the set of issues and barriers for the second Phase of the investigation.

In Phase 2 of the health project, the project team will combine the results of desktop research with the initial survey results attained in Phase 1 to further refine the areas of investigation. The Project Team will then interview and survey a number of health specialists to understand their attitudes to veteran healthcare and issues they see in providing care to this population.

Deep-dive interviews will also be conducted with younger veterans in this second phase of the project to better understand the summary issues and barriers identified through the surveys conducted in Phase 1.

Skills Required

We are looking for a PhD student with the following:

ESSENTIAL

  • Mixed method research experience, but particularly qualitative research
  • Strong experience in stakeholder engagement and communication

DESIRABLE

  • Health system understanding and experience

Expected Outcomes

This project will result in a clear understanding of the issues and barriers preventing ease of access to civil healthcare for younger veterans, as well as their attitudes toward access of both GP and medical specialist healthcare.

The results of this project will then allow a clear roadmap of strategies to address barriers to access, from both the provider side (health specialists), younger veterans and for funders (DVA).

We anticipate that the project will also involve recommendations and strategies around care coordination and case management, given the complexity of the civil healthcare system, and such strategies would also include their own engagement and communication strategies to increase the awareness of suitable services for younger veterans.

Additional Details

The intern will receive $3,000 per month of the internship, usually in the form of stipend payments.

It is expected that the intern will primarily undertake this research project during regular business hours, spending at least 80% of their time on-site with the industry partner.  The intern will be expected to maintain contact with their academic mentor throughout the internship either through face-to-face or phone meetings as appropriate.

The intern and their academic mentor will have the opportunity to negotiate the project’s scope, milestones and timeline during the project planning stage.

We recommend that you liaise with the Graduate Research School (GRS) and/or Higher Degree Research (HDR) Placements Office at your university, prior to submitting an application, to validate your eligibility to participate in the APR.Intern program.

PhD Researcher Intern Wanted. Bicycles Create Change.com. 4th April, 2019.
Image: Graduatetoemployment.com

Writing an Annotated Bibliography

At some stage in most postgrad programs, students will need to complete an Annotated Bibliography.  

The style, format, content and purpose of an annotated bibliography differs depending on intent, discipline, timing and approach.

I completed an Ann Bib of 15 key feminist New Materialism articles when I reframed my PhD theoretical framework.

It was a very valuable exercise. Not only did it require me to be judicious in selecting the articles, I put to work a different set of reading skills, applied critical appraisal to each, achieved a deep learning about the topic, and it formed to guts of my dissertation’s Theoretical Perspectives (Chapter 3).

Some of my Postgrad students have been asking about how to do an Annotated Bibliography – so here are some ideas on how to approach it.

Writing an Annotated Bibliography. Bicycles Create Change.com 31st Jan, 2019.
Image: Skidmore Library

What is an annotated bibliography?

Annotation = notes (critical notes and evaluative comments)

Bibliography = a list of readings/research sources

An annotated bibliography is a summary account of the available empirical research and literature on a specific topic.

As well as a general outline of the research source, it also includes your own concise analysis, reflections, critiques, evaluation or any other comments and notes of each source as to how the source is linked/useful for your own research project.

Devising an Annotated Bibliography

If you go online (academic websites and YouTube are a good place to start) there is a plethora of information about on how to do an Annotated Bibliography.

One quick caveat regarding the information below.

There is no one way to do an annotated bibliography.

The following format is my own enmeshed format that suits my interest, needs and style. The content, length and focus for your purpose may differ – so be sure to do you own homework and experiment.

If you are doing an Anno Bib for a uni course – make sure you consult your supervisor, tutor or manager to see how/what elements best suit your project or what style they recommend.

I developed my own format based on three imputs: my own ideas/needs, some ideas gleamed from Prof Robert Talbert, and info from UNSW

1. My Enmeshed Annotated Bibliography

I wanted a longer format Anno Bib because I was reading complex theoretical and praxis articles in-depth.

I included a few additional elements: what type of article it is, how many times it has been cited, my own questions the article raised, interesting terms/concepts and vocab with the page number included for quick referencing if needed later.

Here are the elements in my Anno Bib.

  • Full APA Reference details
  • Article: This is a (style/type) article*. This article has been cited XXX times.
  • The context is …
  • The ‘big’ guiding question/s from this field this paper is addressing is
  • The Lit Review background focuses …
  • The specific RQ of this article is
  • The methods used
  • The authors conclude/results are that ..
  • The strengths of this text is ..
  • However, the limitations are ..
  • The authors did/not answer the RQ they posed by…  (optional)…
  • Some unique or helpful special features of this article were ..
  • Other relevance or usefulness
  • How this paper relates to my study
  • Useful ideas or key terms
  • Ideas & Questions
Writing an Annotated Bibliography. Bicycles Create Change.com 31st Jan, 2019.

* The style or type of article are:

  • Data-driven papers
  • Theory building/ Theory testing
  • Conscious raising papers
  • Agenda Setting papers
  • Position papers
  • Methodology
  • Review article – comprehensive summary of research on a certain topic
  • Perspective, opinion, and commentary – presents the author’s viewpoint on the interpretation, analysis, or methods used in a particular study
  • Original research – hypothesis, background study, methods, results, interpretation of findings, and a discussion of possible implications
  • Clinical case study/Clinical trial

2. Prof Robert Talbert

Prof. Robert Talbert is one of my favorite academic bloggers (alongside Dr Inger Mewburn of the Thesis Whisper and Dr Pat Thompson at Patter).

Prof. Talbert uses a Get Things Done! (GTD) approach to reading research articles, which I find very productive, so I’ve gleamed a few ideas from his approach.

Here’s an example of Prof. Talbert’s approach.

Writing an Annotated Bibliography. Bicycles Create Change.com 31st Jan, 2019.
Image: Prof. Robert Talbert

3. UNSW

UNSW recommends that contents of an annotated bibliography can contain all or part of these elements (depending on the word limit and the content of the sources).

  • Provide the full bibliographic citation
  • Indicate the background of the author(s)
  • Indicate the content or scope of the text
  • Outline the main argument
  • Indicate the intended audience
  • Identify the research methods (if applicable)
  • Identify any conclusions made by the author/s
  • Discuss the reliability of the text
  • Highlight any special features of the text that were unique or helpful (charts, graphs etc.)
  • Discuss the relevance or usefulness of the text for your research
  • Point out in what way the text relates to themes or concepts in your course
  • State the strengths and limitations of the text
  • Present your view or reaction to the text

This is a comprehensive approach to critically reading literature. I like the idea of including the background of the author – which is good for tracing a concept’s genealogy or the development of a prominent author’s argument.

Here’s a UNSW example of an Anno Bib, but for postgrad or PhD purposes, this is far too simplistic, but you can see the general idea/format.

Writing an Annotated Bibliography. Bicycles Create Change.com 31st Jan, 2019.
Image: UNSW

There are as many ways to do an annotated bibliography as there are students. Have an explore online to see what elements you need to include – and be sure to talk others (especially a supervisor or tutor) on other recommended formats.

Undertaking and annotated bibliography is a very worthwhile activity to get to know a topic in detail – and it is a very necessary and sought-after advanced academic skill.

Best of luck if you are conducting an annotated bibliography!

I won a CSSS scholarship!

I won a CSSS Scholarship! Bicycles Create Change.com. 17th Dec, 2018.
Image: C F Giving

Hooray! Great news!

Two months ago I applied for a Griffith Continuing Student Scholarship (CSSS) – and today I got notification that my application was successful!

Woohoo!

This means that after three years of doing my PhD part-time, as of January 1st 2019, I’m going full time for the next two years and paid a stipend to complete my research!

 Awesome!!

The scholarship means that I can take a step back from teaching so much and focus solely on completing my PhD and publishing a few journal articles.

I put the CSSS application in about two months ago. I worked hard on it and did the right thing by seeking advice from a couple of academics on how to boost my chances. I made edits and changes as needed and then submitted it with fingers crossed knowing because the CSSS is quite competitive.

I won a CSSS Scholarship! Bicycles Create Change.com. 17th Dec, 2018.
Image: Ramzi Hachicho

Getting the call

I was in a shopping center at an Apple store when I got the call. I was putting my laptop for service and sitting at the customer desk with all the other customers.  My help I have just gone up the back for a couple minutes so I took the call when my phone rang.  It was GGRS letting me know that my scholarship application was successful.  What a great call to get!

After I hung up the phone I couldn’t help myself.

I turned around to face the store, and no one in particular, and called out excitedly to anyone who cared to hear:

 “I just won a super competitive scholarship which means I’ll be paid to complete my PhD research for the next two years!”

 The store erupted into unified joyous celebration of clapping and cheering and people’s congratulations.

The couple next to me was smiling broadly and the woman said:

Can I give you a hug? It sounds like a hug-worthy event.

Hells yeah, said I! It was a lovely hug and a very memorable moment.

Three years into my PhD and I know how important it is for motivation and progress to celebrate milestones and achievements.

And this is certainly one to celebrate.

I won a CSSS Scholarship! Bicycles Create Change.com. 17th Dec, 2018.
Image: Griffith University

 So what is the CSSS?

Griffith University offers a limited number of merit-based scholarships are available to continuing HDR candidates who have successfully confirmed their candidature and are progressing well with their research. The Continuing Student Scholarship Scheme is designed to provide financial support to outstanding HDR candidates, with the purpose of accelerating progress to thesis submission.

My application entailed two steps.

  1. I had to submit an Expression of Interest (EOI) outlining my academic basis for scholarship eligibility (i.e. qualifications, publications etc.), confirming I meet all other eligibility criteria, and provide a referee report from my current principal supervisor.
  2. Once the EOI was assessed by the HDR Convenor, you can then submit an application.

I had discussed with Dr Christine McDonald (our much respected HDR Convenor) that I was going for this scholarship. She was fully supportive. She gave me some excellent advice on some extra bits to include in the EOI and application and went into bat for me during the moderation meeting where they ranked and argued over which applications the committee was going to award scholarships to. I have no doubt that my application success had a large part to do with her input. Thanks so much Christine!

The application was quite intense. I had to put together:

  • a covering letter
  • a Continuing Student Scholarship Scheme application form
  • a referee report from your current principal supervisor
  • an updated research outline and completion plan
  • an updated CV
  • evidence of research publications or other research outputs (achieved since original application).

The whole application took far longer than I excepted. But of course, it was well worth the effort. Not only did I get clarity around my PhD progress, but the end result was well worth the initial effort outlaid.

I am super excited about going full-time and super motivated to make the most of this opportunity.

2019, here I come!

NiAcaWriMo

Many creatives use a month-long challenge to encourage productivity.

My personal favorite is still Skull-a-Day by Noah Scalin.

Last year, this blog covered the month long illustration challenge of INKtober and showcased Walt Cahill’s whimsical cycling illustrations.

Many of us would love to undertake a month-long challenge.

But work, family and hobby demands often get in the way.

Two days ago, I came across the National Novel Writing Month or NaNoWriMo.

In this event, I saw an opportunity to adopt certain principles of NaNoWriMo to use in an academic context that would not detract time and energy away from my current work/research demands – but would, in fact, be a productivity kick-starter!

Source: NaNoWriMo

What is NaNoWriMo?

National Novel Writing Month (NaNoWriMo) happens every year, It is an Internet-based creative writing challenge to write a 50,000-word novel from 1st to the 30th of November.

The National Novel Writing Month website started this challenge in July 1999 with only 21 participants. In 2010, 200,000 people wrote 2.8 billion words and in 2015, 430,000 participants completed 50,000 manuscripts.

This is a great challenge to get inspired, build a regular writing routine, overcome writing anxiety and writer’s block, and also be part of a highly active online community.

Source: Jeff Schwisow

Using NaNoWriMo for academic writing

During NaNoWriMo, it is the length of the draft, not the quality that is the main goal. Editing and polishing the document comes later.

Producing writing is a constant pressure for academics and PhD candidates.

Essentially PhDers are assessed on their writing output. PhDers are required to, at a minimum, produce an 80,000-120,000-word high-quality dissertation and at least one peer-review journal article in order to fulfil their candidature. Having additional publications, conference proceeding and other written documentation are also expected.

That is one of the reasons I started this blog – to force myself to write regularly.

I love the idea of a writing challenge. I have not been producing as much writing as I did when I first started my research and my usually productive writing routine has slipped.

Although NaNoWriMo is a novel writing challenge, I am going to use it as an opportunity to apply some of its principles to jumpstart my academic writing productivity.

Many NaNoWriMo ideas are transferable to an academic writing challenge.

So I went on an online binge to glean some of the most useful NaNoWriMo approaches.

As an  R &D homage to the original NaNoWriMo, I’ve called my initial checklist (below) NiAcaWriMo – or Nina’s Academic Writing Month.

Here’s what I came up with….

Source: WCUK

NiAcaWriMo

Have all equipment and materials prepared.

This includes working tools like the keyboard, monitors, laptop/desktop, notebooks and any other paraphernalia needed. Delete Netflix or any other distractions. For me, this also meant setting up a dual monitor stand-up desk and putting my laptop in for a service and updating the operating system and all software.

Spring clean and organise your workspace.

To create productive energy and focus, declutter and spring clean your workspace. Clear out any distractions, tidy up or better yet, remove as much as you can out of your workspace to make it a lean and clean studious area. Dust off screens and keyboards, and wipe down any surfaces, IT cords and equipment as recognition that this space is open to new and fresh ideas. Commit to keeping the space clear by not allowing others to put anything in your workspace, clearing your desk at the end of each day and only keeping the basic work materials needed on your desk.  

Prepare a soundtrack.

Some people listen to music while working, others prefer silence. Either way, know what kind of soundscape is most productive for you. When I work in an open office, I use ear plugs as well as high-performance ear muffs (a technique I use on public transport as well) if I want quiet and little sound. Or I use headphones with my own soundscape. I have had great success with alpha, beta and gamma binaural beats, which I used to complete a 17,000 minor thesis in four days. Another option is classical or instrumental music with no lyrics. Or have background music in a different language so your brain is not subconsciously engaged with the lyrics, but focused on your written language. For this technique, I’d recommend the French R & B duo Les Nubians album Princesses Nubiennes. Other creatives swear by having the same song on constant repeat which helps to create a consistent and familiar flow state. Find what works best for you.

Tell others about your challenge.

This means getting your significant other/s, family, work colleagues and friends on board with what you are doing. This will save a lot of misunderstanding and issues in the future and people will be a lot more understanding and supportive. If you are upfront with your purpose and time frame, then measures can be taken to organise and negate possible future complications such as invitations and drop-in visits and even further to include things such as house cleaning and grocery shopping.

Protect your focus

For one whole month, you need to make your writing challenge top priority – and this protecting your focus. This step requires you to know what you need to do your best work, what time of day you are most productive and that you put into place strategies to minimise interruptions and stay productive. This can include setting a schedule or a daily timetable. Or read some key literature that is not only inspiring, but is at a standard you wish to achieve. For academic writing, I like to have 3 journal articles that are my gold standard – two by my favourite author in my research field and another on a different topic whose style, expression and vocabulary I really enjoy reading. Another way to protect your focus might is to set your phone to silent and leave it in another room for your sessions. Or use an app to help your focus and build self-control, or a productivity app that helps avoid distractions, like Cold Turkey, which I recommend to postgrad students.

Prepare body and mind

We all know looking after the body and mind is important during intense work bursts, but the challenge is to make it a priority in order to sustain productivity. This includes eating well, being hydrated, taking regular screen breaks, doing regular exercise (until sweaty), getting adequate sleep and generally looking after your overall well-being. Build these elements into your daily schedule to ensure you protect your focus and keep yourself working at the optimal level. Have a look at A Year of Productivity for other strategies to help prepare the body and mind.

Other NiAcaWriMo considerations

Once prepared, you then need to put it all into action.

This is an area I am still refining. So below is an outline of some tactics I’ve found to be incredibly helpful in consistently producing written work.

Morning Routine: I have had great success using a priming morning routine that I have adapted and personalised over the last three years.

iThinkwell. Over the last two years, I have attended two iThinkwell workshops: Turbocharge your writing and Seven habits of highly successful research students. I still some of the strategies from these workshops. If you get to one of these sessions, get your library to order the companion books which cover the same material so you can still get ahead.

An additional bonus is that iThinkwell have a range of awesome free resources to track progress, manage time frames and organise priorities.

Prepare the next day the night before. One key technique is starting a new day fresh and proactive, is to prepare what you are going to do the next day before you leave your desk the night before. Identifying The Next Thing is a quick and easy way to get a new productive day started without wasting any valuable energy or focus on planning the day, you just get on and do it. Some writers like to leave a question as a stimulus for the next days’ writing session, or dot points that need expanding on, others leave notes to complete, or end the previous day mid-sentence so there is an idea to complete the next day and continue on.

Have a daily goal. I have a PhD friend who has a daily goal of writing 250 words a day. Another academic I know has committed one hour every day for the last five years to writing. Whether it is time, words count, tasks or any other goal, having a clear daily goal is a good way to set the intention for the day, track progress and establish milestones of achievement.

50,0000 words in a 30-day month equals 1,667 words per day.

Take each day separately. Keep in mind that progress is based on day-to-day productivity. Set-backs are inevitable. Don’t be too hard on yourself and be realistic. There will be blow-outs, mess-ups, crappy days and interruptions – this is part of life and work. If you struggle one day, reset and try again the next, but don’t try and catch-up as this adds extra stress. Take each day as a stoned alone session and accept that there will be ‘good days’ and ‘bad days’.

Know what a ‘good day’ looks like. How do you define ‘a good day’ of work? What does it look like? Is it producing a 500-word outline? Or writing 1,500 original new words? Reading a journal article? Having this clarification means that you know when you have achieved it. If this is not clear, you are at risk of ending each day feeling like you have not achieved your goal and could have done more, no matter how much your produce.

Garbage in, garbage out. Be mindful and actively manage what you allow yourself to be exposed to. This includes TV, social media, movies and the news – and also people. Remember the quality of your output is determined by the quality of the input. Read quality literature, reduce media exposure, unplug and read more engaging books.

Acknowledge milestones and reward. As you progress with writing, acknowledge micro-successes and milestones achieved. Having small rewards helps track activity, recognise breakthroughs, monitor improvements and boost motivation.

Writing is not editing. Writing and editing are two different skills, yet many people edit as they write and this can hamper progress and flow. For NaNoWriMo, participants are writing a 50,000-word draft. There is no editing at this stage and this a good idea to keep in mind. Many people get distracted while writing by fact-checking, looking up a definition, searching for a ‘better word’ or stopping to insert an accurate reference as they write. Doing these during the writing phrase inhibits ‘writing flow’ and focus. So the aim is to get ideas in writing down on without stopping to edit.

I use the write fast, edit slow – and the read a bit, write a bit, edit a bit adage to instil the distinction and importance of doing each of these tasks regularly. Another way to achieve the writer’s flow state as advocated by Blindboy is to write with fire, edit with ice.

Source: Jeff Bullas

Next steps

I only found out about NaNoWriMo this week, so it was too late to participate this year.

But it has inspired me to get organised and get back into my writing routine.

Who needs a formal date to write?  A month-long writing challenge can be undertaken at any time!

Take this blog post as an example: just writing about this challenge has produced a 2048-word blog post and helped clarify my next steps and preparation for NiAcaWriMo. That in itself is already a valuable and productive writing activity.

As we come up to the end of the year, I’m gearing up for a NiAcaWriMo challenge in the new year.

And I will certainly be looking out for NaNoWriMo next November.

So if you have any kind of writing project, perhaps now it the time to get inspired and create your own month-long writing challenge to crack the whip and get those important first words onto paper.

Happy productive writing!

Source: Business Tutsplus

The content and ideas included in this post are my own with additional ideas and facts sourced from NaNoWriMo, NY Book Editors, Storyist, Writer’s Digest, Jerry Jenkins and Wikipedia.

Malala – teachers, girls, rights and education

This week I’ve been working on my PhD Ethics Application for my PhD. As I do this, there have been two international dates that have individually been very important, but collectively add gravity to my Ethics Application. This has caused me to reflect deeper than usual in light of work I’m now doing around ethics, benevolence and risk.

Malala - teachers, girls, rights and education. Bicycles Create Change.com 13th October, 2018
Source: @GPforEducation

Two key dates

Internationally, World Teachers’ Day was held on 5 October.

Celebrated in more than 100 countries world-wide, World Teachers’ Day was established by the United Nations Educational, Scientific and Cultural Organisation (UNESCO) in 1994 to recognise the role of teachers in society.

Last year on in Instagram for World Teachers Day, I celebrated the wonderful guidance, work and role that Dr Richard Johnson had for me in my decision to go into teaching.

Then, on 11th October, it was International Day of the Girl Child.

International Day of the Girl recognises the unique challenges that face girls globally and the enormous potential for change girls possess. So the main aims of the day are to promote girl’s empowerment and fulfilment of their human rights while also highlighting the challenges that girls all over the world face.

In the midst of these two major international commemorations and working on my Ethics Application – it is Malala Yousafzai who keeps popping into my head.

Malala - teachers, girls, rights and education. Bicycles Create Change.com 13th October, 2018

Malala – teachers, girls, rights and education

For me, Malala is the common thread the weaves these three events together and directly links them to my PhD.  I can’t decide if she is an archetype, hero or champion  (or all three) – but I know that she is the perfect embodiment of all the issues, pressures, challenges and dynamics my research is looking at.

My PhD explores NGOs that donate bicycles to rural African girls for greater access to secondary school. So, I read a lot about education, teachers, schooling in rural areas of developing countries, the feminisation of poverty, sociocultural barriers to girls’ education, gender equity and other local and inter/national geo-political issues.

Most people have heard of Malala.

Malala’s father was a teacher at an all-girls’ school in Pakistan. In 2008, the Taliban forcibly closed down their school. Malala publicly spoke out about the rights how girls have the right to an education – she was 11. She was shot in the face as retaliation. After being moved to the UK for her recovery and for safety, she continued to speak out for girls’ education.

She received the Nobel Peace Prize in December 2014 and was the youngest-ever Nobel laureate. She continues her advocacy and activism work. She travels to many countries to meet girls fighting poverty, wars, child marriage and gender discrimination to go to school. She has spoken at UN National Assemblies and internationally and established the Malala Fund which invests in developing country educators and activists, like her father, through Malala Fund’s Gulmakai Network.

I feel very humbled and inspired by Malala’s story, courage and persistence.  She is a remarkable role model, advocate, change agent and activist. I have always been incredibly grateful for having the privilege to undertake my PhD.   It is also a way

And on weeks like this one, Malala is a reminder of how important it is to continue and intensify the efforts for girls education.

And with this in mind, I head back to Ethics.

Malala - teachers, girls, rights and education. Bicycles Create Change.com 13th October, 2018
Source: UNESCO

Reconciling research paradoxes: Justice in a post-truth world

This weekend, I’m at a 2-day HDR Research Conference collaboration between the University of Queensland and Griffith University.  At this conference, we are discussing how to interrogate and reconcile research paradoxes where notions of justice, integrity and impact in an increasingly complex post-truth world. I’m presenting a session (see below) as well as being a Plenary Panelist.

Reconciling research paradoxes: Justice in a post-truth. Bicycles Create Change.com. 16th September, 2018

Reconciling research paradoxes: Justice in a post-truth world

UQ & GU Postgraduate Research Community Conference

2018 has seen the ascendance of post-truth politics also known as post-factual and post-reality. Post-truth is opposed to the formal conventions of debate, the contestation of ideas and the falsifiability of theories and statements. In a post-truth era what reigns supreme are fallacies, talking points, leaked information, and so-called fake news fueled by unfettered social and traditional media, and a highly-polarised political spectrum. What are the implications of post-truth to educational research that values social justice, ethical integrity, the search for the good of the community as well as that of the individual? How will research and its tenets of validity, reliability and trustworthiness respond to the challenges brought upon by a post-truth world?

My presentation: The good Samaritan and little white lies: False news, transparency and project challenges of researching NGOs.

Keywords: INGOs, transparency, self-reporting, M & E mechanisms

Around the world, thousands of International non-government organisations (INGOs) provide much-needed support and aid to those in need. But in the eyes of the general public, perceptions of INGOs are mixed. Some perceive INGOs to be ‘good Samaritans’, while others question project motives and management. INGOs continue to face criticism in a number of key areas: project practices, corruption, hiring policies, salaries of top executives, distribution of donated funds and lack of transparency. For researchers who work with INGOs, this adds an additional layer of complexity to the research process and research relationships.

This session will explore how factors such as unsourced media reports, reliability of M & E mechanisms, use of grey literature and the legitimacy of self-reported outcomes has equally enriched and problematized the aid and INGO research space. Using key examples and my own INGO experience, I will reflect on ethical and methodological ‘white lies’ that can arise when researching with INGOs.

Reconciling research paradoxes: Justice in a post-truth. Bicycles Create Change.com. 16th September, 2018Reconciling research paradoxes: Justice in a post-truth. Bicycles Create Change.com. 16th September, 2018Reconciling research paradoxes: Justice in a post-truth. Bicycles Create Change.com. 16th September, 2018

Recommended for PhD Confirmation

PhD Confirmation happens about 1.5 years into your research. It is a major milestone to check you are on track before you go out for data collection. Essentially, it is a pass or fail milestone – but they don’t actually say it like that, they call it ‘recommend to continue’ (pass) or ‘recommend to revise’ (fail).

After the candidate gives their 30-mins presentation, there is an open Q & A. Then everyone (including the candidate) is asked to leave and the panel (your supervisors, the HDR Convenor and your independent assessor) discuss the work in private. Then only the candidate is invited back in. Then, in private the panel give immediate feedback on the study and the presentation and let the candidate know if they are recommending for continuation or not.

On Friday I had my PhD Confirmation Seminar

PhD Confirmation is a big deal as it is the first time you show your research to anyone outside of your supervisory team. It is where you have to submit you first 4 dissertation chapters (Intro, Lit Review Theoretical Perspectives and Methodology). My first 4 chapters comes to 191 pages and 50,718 words. Two weeks after you submit your Confirmation paper, you present your work.

So on Friday, I  presented my PhD Confirmation seminar to explain, justify and defend my bicycle NGO research study.

Here’s my PhD Confirmation flyer.

Bike PhD Confirmation- Bicycles Create ChangeA Successful Seminar! Recommended for PhD Confirmation!

I’ve been recommended to proceed with my study!

It was a very stressful and interesting process putting the seminar together. Big decisions  had to be made about what to leave in and what to leave out.

My study is pretty complex, but I managed to get it all organised on the day.

The seminar itself went well. There was a great turn out and it had the largest attendance to date! While waiting for the seminar to start, the audience started singing The Pushbike Song, which boosted the energy in the room instead of being so formal and academic (which it was) and made me feel very supported. There were some good questions at the end from the audience at the end, which I was able to answer and had slides prepared for (phew!) to the point where the questions almost looked like a plant (they weren’t!).

I got called back in and was asked the difficult questions in private. No surprises in the immediate feedback I received. The study will need more shaping and ‘massaging’ and I already have a few other ideas I’d like to change and discuss with my supervisors.

I get the Confirmation reports from my panel back in 1-2 weeks.

I’m very interested to hear the feedback!

The panel has recommended me for PhD Confirmation! Yahoo!

This recommendation goes to the Dean of School of Education & Professional Studies to be approved. It is rare that a panel’s recommendation is overturned, but I still have to wait for the official approval from the Dean.

Bike PhD Confirmation- Bicycles Create Change

I was completely wiped out at the end of the seminar.

For the last 4 weeks, it has been a massive big push to get my Confirmation paper prepared and then to arrange  the seminar.

My brain is officially mush.

I am happy with the result, but too tired to celebrate just yet.

My main task over the weekend is to have a glass of red wine while reading a good book in the bath – and recharge!

PhD Confirmation Paper

Hooray!

Finally!

I’ve handed in my PhD Confirmation Paper!

Looking forward to hearing what the independent assessor says about my 4 Chapters….Intro, Lit Review, Theoretical Perspectives & Methodology.

It was a missive big push to have it all done….I keep reminding my supervisors that I am Part-Time researcher. Also, that I only want to do one PhD at a time (…bad joke – but true!!)

Thanks to Deniese, Annalise, TK and all the others who helped during this time – I will not forget you!

Woohooow!

Bicycles Create Change.com

Now time to start on my 30-mins Confirmation Seminar for next Friday!

My eyes are sore, my brain is mush and I am (almost) to knackered to celebrate!

It does feel quite surreal to see it all in the one document  -with all the fancy referencing, formatting, images and section headings.

Why do the PhD  Confirmation procedure?

At my uni, you need to do a PhD Confirmation, because it allows:

  • provide peer feedback to the candidate on the work completed to date through open discussion of the candidate’s research proposal
  • provide confirmation that the project is appropriate to the degree for which the candidate is enrolled
  • determine whether a candidate has made suitable progress during the initial stage of the candidature
  • ensure that adequate resources and facilities are available
  • confirm that satisfactory supervision arrangements are in place
  • identify any specific problems or issues (for example, ethics or intellectual property) needing to be addressed; and
  • determine whether the candidature should continue.

What does a PhD Confirmation paper include?

Here what my Uni requires for Confirmation papers:

  • the research question
  • where the question came from in the context of relevant literature
  • why the research question is important
  • how the research question is addressed including details of methodology
  • a bibliography of relevant literature
  • progress made to date; and
  • a timetable for completing the research
  • needs to be a summary 40 pages – or as instructed by your supervisor.

My supervisor said, don’t waste time condensing and editing a separate document, hand in the whole  first four chapters! So I did!

Why do my PhD in Africa? Give us a little taster!

I still get people asking me why my research on girls’ education is in Africa.

It’s  because that is were some of the most disadvantaged girls are.

The red areas on the map below show the most disadvantaged areas for girls education.

Bicycles Create Change.com

My PhD is at the intersection of education, poverty, culture, gender and location.

Bicycles Create Change.com

Aspects of gendered daily school travel, transport and mobility are key themes in my research.

Bicycles Create Change.comSource; Bryceson, Bradbury & Bradbury (2003).

I’ll be able to outline more once my Confirmation Seminar flyer comes out.

For now, I  very pleased to have handed in – but am also very tired,

Fingers crossed for me, and the Independent Assessor!!

Top List of Infosharing Software

The last post detailed the Advancing SQLR session I attended. At the end, I suggested a couple of design  programs fellow PhDers might look at using to present their data. I got quite a few emails and requests for a full list – so here it is!  If I am missing your favourite program  or you have another suggestion, let me know in the comments below! Happy Designing! NG.


Pedalhistory.com-Bicycles.create.change.com
Source: Pedalhistory.com

As a bike researcher, one issue I wrestle is adequately communicating the dynamicism, embodied and affective nature of people cycling through place, time  and space.

For me, 80,000 typed words, Excel tables and ‘theoretical anchors’ do not quite capture the thrill and rawness of riding a bike …(boring!!!).

I want my dissertation to bring my research to life – the bikes, the environment, the people, their stories and the African locations where my research is based. I want to capture it in all its glory…the sights, smells, topography, climate, risk, colour, activity…the lot.

So, I’m supplementing the written component of my PhD with a healthy dose of images, infographics and diagrams.

Producing these images has meant learning a few creative software packages. This has been challenging, but very rewarding. The design skills I’ve learnt are transferable for many purposes, like this blog!

History of cycling - Bicycles Create Change.com
Source: Infrographiclist.wordpress.com

My top list of Infosharing software programs.

Software Programs that are quick and easy for non-specialist users.
Additional functions (free trial period/ full pay access)

A few scientist mates have shown me simulation and real-time graphics programs they use for presentations. But these are a whole different ball game…I’ll look at them later, maybe for presentations – not so much for dissertations! (Stay focused! Another post!!).

Using the list above can produce more engaging data like:

Sydney bike commuters by gender - Bicycles Create Change.com
Source: City of Sydney Council (n.d.)

Other ideas from Research into Action. Focused purely on communicating complex data, this site provides some innovative ideas to get inspired….their suggestions on this topic are:

  • StatPlanet: this browser-based interactive data visualization and mapping application allows you to create a wide range of visualizations, from simple Flash maps to more advanced infogrpahics.
  • Xtimeline: allows you to create your own timelines of data.
  • Gap Minderthis site created by Hans Rosling allows you to upload data and create an interactive motion charts and graphs.
  • Creately: this is easy to use Online Diagramming software – purpose built for team collaboration.
  • Hohli: this online chart maker is simple to use and allows you to create a range of colourful pie, line, scatter, radar and bar charts.
  • Tagcrowdallows you to upload texts and highlight the most common concepts. The clouds can be exported as images and inserted in a website or power point presentation.
  • Wordle: similar to tagcloud, this application lets you create images out of key phrases and words relevant to your research, great for using in PowerPoint presentations.
  • Tableau: a free Windows-only software for creating colourful data visualisations.

Some examples of researchers presenting work in new innovative and visual ways:

  • Information is Beautiful: David McCandless, an ‘independent data journalist and information designer interested in how designed information can help us understand the world.”
  • Flowing Data: This blog explores how “designers, statisticians and computer scientists are using data to understand ourselves better.”
  • Afrographique: Ivan Colic’s “small contribution to assist the changing perception of Africa and it’s people…This blog aims to collect as much data as possible with the aim of presenting the information in an exciting and digestible format to all.
  • For inspiration and not so much for academic purposes, but shows how info can be presented in a very digestible way for the wider public – see Farming First. They have series of infographics on agriculture and the green economy in the context of international development which are simple and clear.

Next steps

No more boring text-heavy Excel data tables!

Creative visual data is more interesting to create and  far more engaging to read.

Get inspired with David McCandless’s video below and get experimenting to share more bike information!!

Good luck!