Plateaus, Puzzles, and PhDs: Un/Making Knowledge Differently through Digital Storytelling

Autor/inn/en	Jocson, Korina M.; Carter, Cee; Correa, Olga; McIntee, Kimberly; Rashid, Mariam; Scherrer, Benjamin D.; Smith Jean-Denis, Alisha
Titel	Plateaus, Puzzles, and PhDs: Un/Making Knowledge Differently through Digital Storytelling
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 58 (2022) 2, S.141-162 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jocson, Korina M.) ORCID (Carter, Cee) ORCID (Correa, Olga) ORCID (McIntee, Kimberly) ORCID (Rashid, Mariam) ORCID (Scherrer, Benjamin D.) ORCID (Smith Jean-Denis, Alisha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2021.2010081
Schlagwörter	Story Telling; Educational Research; Theory Practice Relationship; Doctoral Programs; Academic Language; Writing (Composition); Educational Technology; Doctoral Students; Student Research; Professional Identity; Electronic Publishing + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Theorie-Praxis-Beziehung; Doktorandenprogramm; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibübung; Unterrichtsmedien; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Studentenforschung; Elektronisches Publizieren
Abstract	Digital storytelling as part of study creates an opening for reworking ideas. It marks an instance of recognition to access alternative ways of knowing, thinking, and doing. Guided by radical black studies and decolonizing methodologies, the authors draw on insights from digital storytelling to extend current understandings of educational research, theory, and practice. The connections across five digital stories are highlighted through a retrospective analysis of educational journeys to and beyond doctoral study. The digital stories are presented in a series of plateaus to (1) challenge the constraints of academic writing and (2) signal methodological openings in collective restorying. To that end, the authors unravel processes of becoming, trouble the pedagogical encounters in their work, and push for otherwise possibilities to make room for the not-yet. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01