This book explain about how possibilities that might be happen in academic writing work such

as multiple theoretical, cultural and contextual takes o notions of working as

writer/thinker/researcher, both inside and outside the traditional understandings of the academy.
The general purposes itself is providing academics with opportunities to engage with their
personal and professional responses to these shifting contexts and expectations as they write and
re-write their identity constructions as writers/thinkers/researchers, as academic.

Many people are questioning some academic confusion such as “what could/would the
dominance of such structures and processes within universities mean-for experiential academic
writing/thinking-for what is it to be academic-to be academic, differently? We hear speculation
of responses that may allow for joy/laughter/playfulness/collaborations to be built into academic
writing processes; of responses which allow for slowness and textures in academic writing;
responses which make spaces for listening, for being with, for being other and being together
while also apart.

In this book we also work with and question (without the need to necessarily answer) how
shifting contexts give shape to (or not) spaces for academics as writers, thinkers, constructors of
‘self’ in the continual processes of becoming. It is to open for consideration the possible impact
on the very foundations of academia when such shifting contexts and expectations are not
questioned.

It also presents academic writing as a tool for both agency and resistance, a tool through which
an academic can both perform and resist the normative expectations of being academic. The
possibilities of agency and resistance, and how it may be possible to use academic writing as a
tool or technology of the self to go beyond. For the writers, academic writing is the opportunity
for becoming other (risking/embodying uncertainty) through experiences of de- comfort
(Thomas, 2012) in which I can work to hold together acceptance of and resistance to ways of
being, doing, becoming academic: and never settling for certainty.

In the field of the speaking subject and the blind-spots of identity ultimately autonomy, perhaps
we can speak of creating a polyconsensus society and educational systems and pedagogies in
which we recreate ourselves and our pedagogies, sciences, institutions and systems again and
again, not to lose force to create on the basis of knowledge.

In the chapter that explains Productive Erosion and Corrosive Processes, it begans with maps and
mapping. The explorations possible through this mapping metaphor led to writings about
‘becoming’ an academic writer, and the processes of ‘supervision’ of PhD students. To place this
piece alongside the mapping piece does not erase the earlier ideas, but both pieces are changed
(Williams, 2015). To enable us to contribute in a productive and enriching way to universities,
there must be hard conversations for us to have with the sector (claiming our place), hard
conversations for the sector to have with itself (responsibilities) and hard conversations we have
to have with ourselves i.e. to stay within the system and be compromised, to move out of the
system or to be true to ourselves and fight for change within the sector. To become the writers
we want to be, we ask for opportunities and support to develop our academic skills including
mentoring and writing workshops, and time, cultural safety and space to work on publications
and research. Something that can be an inspiring examples of work that jams the academic
machines, that is writing differently, making connections, finding pleasure in academic work,
being creative, caring for yourself and others, and small acts of resistance. Explorations of
reading/writing, sometimes as surrealist Gregorian word/song performances, sometimes as
stammering and sometimes as more plain utterances, invited into surprising strata, often resulting
in some form of joy, playfulness, creativity and/or affirming sentiments— energizing, surprising,
even shocking and distressing. Academic writing has never been about amassing a numerical
count, but rather a process of world building.

In conclusion, this is a must have book for the students because this is explaining on how to
build an academic writing and to speak up some thought from the people with different
background knowledge with many kinds of methods and techniques.