Like a Bridge over Troubled Landscapes: African Pathways to Doctorateness

Autor/inn/en	Rabe, Marlize; Agboola, Caroline; Kumswa, Sahmicit; Linonge-Fontebo, Helen; Mathe, Lipalese
Titel	Like a Bridge over Troubled Landscapes: African Pathways to Doctorateness
Quelle	In: Teaching in Higher Education, 26 (2021) 3, S.306-320 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rabe, Marlize)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2021.1896490
Schlagwörter	Foreign Countries; Females; Doctoral Students; Doctoral Degrees; Sociology; Distance Education; Student Experience; Student Characteristics; Barriers; Coping; Access to Education; Educational Environment; Student Needs; South Africa; Nigeria; Lesotho; Cameroon + Suchen Sie Ihr Suchwort? Ausland; Weibliches Geschlecht; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Doctoral degree; Doktorgrad; Soziologie; Distance study; Distance learning; Fernunterricht; Studienerfahrung; Bewältigung; Education; Access; Bildung; Zugang; Bildungszugang; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Kamerun
Abstract	This article is based on the journeys of four women who completed their doctorates in the discipline of Sociology. The four former doctoral students studied at the same distance education institution in South Africa, but they hail from Nigeria, Lesotho and Cameroon, respectively. Together with their former supervisor, autoethnography is used to reflect on their academic journeys. In addition to their academic journeys, they also had to navigate personal journeys that included being employed fulltime and regulating expectations towards completing the doctorate within their home country. Moreover, not only difficulties are highlighted but also strategies in overcoming obstacles, such as actively building various supportive networks. The journeys continue after completing a doctorate, for example, when visas to international conferences are denied to scholars with certain African passports. By focusing on the doctoral journeys and beyond, other inequalities in the global academic world is touched upon. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01