'A Critical Autoethnography of a Doctoral Students' Research Journey: Learning to Take Risks in the Academy'

Autor/inn/en	Lynch, Shrehan; Kuntz, Aaron
Titel	'A Critical Autoethnography of a Doctoral Students' Research Journey: Learning to Take Risks in the Academy'
Quelle	In: Curriculum Studies in Health and Physical Education, 10 (2019) 2, S.156-171 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lynch, Shrehan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2574-2981
DOI	10.1080/25742981.2019.1588762
Schlagwörter	Doctoral Students; Transformative Learning; Females; Neoliberalism; Physical Education; Educational Research; Teacher Education; Courses; Research Methodology; Qualitative Research; Resistance (Psychology); Ethnography + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Pädagogische Transformation; Weibliches Geschlecht; Neo-liberalism; Neoliberalismus; Körpererziehung; Sportunterricht; Bildungsforschung; Pädagogische Forschung; Lehrerausbildung; Lehrerbildung; Kursangebot; Research method; Forschungsmethode; Qualitative Forschung; Resistenz; Ethnografie
Abstract	What is missing in present-day physical education teacher education research is the individual female doctoral student perspective and how individuals come to understand academic research culture within the neoliberal university. Through a critical autoethnography, this paper uncovered a transformative learning journey of one doctoral student as she encountered the field of research in higher education. After taking a critically orientated qualitative methods class, the doctoral student recognised that the neoliberal university includes a research agenda entwined in politics, finding that neophyte researchers should be aware of the 'mess' (Cheek, J. (2017). Qualitative inquiry, research marketplaces, and neoliberalism. In N. K. Denzin, & M. D. Giardina (Eds.), "Qualitative Inquiry in Neoliberal Times" (pp. 19-36). New York: Routledge). By questioning how one is disciplined in research and through becoming aware of normalising techniques, the doctoral student interrogated her research methods and philosophical orientation. Ethnodrama (Denzin, N. K. (2010). "The qualitative manifesto." Walnut Creek: Left Coast Press) and autoethnography provided the doctoral student with an opportunity for alternate meaning-making, which can be productive in understanding the journey of becoming in academia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01