Water is a finite resource which is increasingly valued as a commodity. This thesis explores the use and appreciation of water, in the context of community response and exchange. Its focus is a community writing practice, and in particular a project entitled new dimensions in Water Conversation based in the Northern Rivers region of New South Wales. This project was a non-crisis driven investigation into a wide range of interests in water. The central proposition of the thesis is that techno-scientific and broader cultural world views on water rarely connect, and that bringing them together reveals awkward tensions between specialist and non-specialist standpoints. These disparities are shown in the group writings and outcome of the project, which bring water provision into closer perspective. A story emerges from the project and its influences. It is one of material relationships to water over testings, tastings and visits to a water treatment works. It suggests links which would not normally be anticipated, for example between a regional bulk water supplier and a group of water writers. The study combines fiction and contemplation with critical analysis and the thesis crosses disciplinary boundaries, drawing on insights from critical cultural theory and the philosophy of science. The writing is performative rather than accumulative in nature, yet is a concrete record of the interplay between water users and water specialists, in a local and global dimension which includes the Northern Rivers, Australia more generally and Varanasi in India. Using this transcultural approach, it decentres theory and locates value in the situated contexts and views of different stakeholders in water, which range from sacred values to indifference. The work calls out for a way of thinking about water that is not yet in the public discourse. Through the practical connection of the project with an Australian water instrumentality, it draws in developments in contemporary water management, and raises questions and doubts about how instrumentalist and market values have come to dominate imaginings of a global water future. At the same time it points to the importance of putting the values of the arts and humanities into practice in the increasingly inter-disciplinary environment in which the resource of water is managed and maintained.

Water is a finite resource which is increasingly valued as a commodity. This thesis explores the use and appreciation of water, in the context of community response and exchange. Its focus is a community writing practice, and in particular a project entitled new dimensions in Water Conversation based in the Northern Rivers region of New South Wales. This project was a non-crisis driven investigation into a wide range of interests in water. The central proposition of the thesis is that techno-scientific and broader cultural world views on water rarely connect, and that bringing them together reveals awkward tensions between specialist and non-specialist standpoints. These disparities are shown in the group writings and outcome of the project, which bring water provision into closer perspective. A story emerges from the project and its influences. It is one of material relationships to water over testings, tastings and visits to a water treatment works. It suggests links which would not normally be anticipated, for example between a regional bulk water supplier and a group of water writers. The study combines fiction and contemplation with critical analysis and the thesis crosses disciplinary boundaries, drawing on insights from critical cultural theory and the philosophy of science. The writing is performative rather than accumulative in nature, yet is a concrete record of the interplay between water users and water specialists, in a local and global dimension which includes the Northern Rivers, Australia more generally and Varanasi in India. Using this transcultural approach, it decentres theory and locates value in the situated contexts and views of different stakeholders in water, which range from sacred values to indifference. The work calls out for a way of thinking about water that is not yet in the public discourse. Through the practical connection of the project with an Australian water instrumentality, it draws in developments in contemporary water management, and raises questions and doubts about how instrumentalist and market values have come to dominate imaginings of a global water future. At the same time it points to the importance of putting the values of the arts and humanities into practice in the increasingly inter-disciplinary environment in which the resource of water is managed and maintained.

This dissertation focuses on the potential empowerment writing has among a homeless community in Atlanta, Georgia. Through the participation in a newly created writing workshop and a street newspaper in that community, the narrative and communication among writing participants demonstrate negotiations of self-identification as public and private writers and the situational influence writing has on their lives. The study adds to the “public turn” of writing instruction with the intention of helping to bridge the gap between traditional composition pedagogy in academia and such education in outside community. That participatory instruction reinforces the notion that writing and rhetorical performances can effect positive change in individual lives beyond that institutional space.

This dissertation, "From Reflection to Reflexivity: Challenging Students' Conceptions of Writing, Self, and Society in the Community Writing Classroom," examines the disconnect that characterizes much of the discussion of reflective writing in community writing studies and argues for the potential of reflexivity as a concept to further develop the kinds of reflective writing assigned in community writing classrooms. Many practitioners and scholars view reflective writing as a potentially powerful tool that may help students learn challenging or abstract theories and practices from their own community writing experiences. With such potential, it can be disappointing when student reflective writing does not achieve teacher expectations of critical thinking and analysis, stopping before critical engagement and understanding is achieved. Instead, it often centers on students' personal feelings and motivations that shape or arise from their community experiences. This dissertation argues that one reason for such a disconnect between teacher expectations and actual student writing, comes from the word "reflection" itself. While a traditional understanding of reflective writing asks students to look back on their experiences, observations, feelings, and opinions, community writing teachers use the term "reflection" with qualifiers like "critical," "sustained," or "intellectually rich." In qualifying their expectations for reflective writing, teachers are in fact asking for something very different from reflection, namely, reflexivity. When reflexive thinking is presented to students as "qualified reflection" it loses the considerable theoretical grounding that makes it a particularly unique way of using experiences as the foundation for inquiry. Building on theories of epistemological reflexivity for researchers in the social sciences, this dissertation highlights the methodological reflexivity theorized and practiced by feminist researchers. Feminist reflexivity specifically affords researchers more nuanced ways of looking at issues of positionality, social transformation, and agency. Such strategies have the potential for moving student reflections from private writings toward writings that impact students' understandings of the rhetorical and theoretical issues that community writing hopes to illustrate. This combination of feminist reflexivity and community writing reflections can provide community writing theorists and practitioners with alternative ways to solve reflective writing's challenges. / Ph. D.

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