Disrupting the Doctoral Journey: Re-Imagining Doctoral Pedagogies and Temporal Practices in Higher Education

Autor/in	Gravett, Karen
Titel	Disrupting the Doctoral Journey: Re-Imagining Doctoral Pedagogies and Temporal Practices in Higher Education
Quelle	In: Teaching in Higher Education, 26 (2021) 3, S.293-305 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gravett, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2020.1853694
Schlagwörter	Doctoral Programs; Educational Philosophy; Researchers; Writing (Composition); Doctoral Dissertations; Higher Education; Educational Change; Time Management; Doctoral Students; Self Concept; Professional Identity; Equal Education; Educational Policy; Educational Experience + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Bildungsphilosophie; Erziehungsphilosophie; Researcher; Forscher; Schreibübung; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; Zeitmanagement; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Selbstkonzept; Politics of education; Bildungspolitik; Bildungserfahrung
Abstract	This article reconsiders narratives of the doctoral journey. It aims to contribute to a small but growing body of work which offers an irruption to widely accepted notions of learning as a linear pathway with a fixed end-point. The article engages two of Deleuze and Guattari's many generative concepts: rhizome and becoming. In doing so, it explores the value of attending to the multiple and messy becomings that researchers experience, as they evolve throughout a doctorate and beyond. It focuses on how such an unsettling may be foregrounded by the increasing prevalence of new forms and possibilities for doctoral study, and it explores the textual implications of disrupting assumptions regarding doctoral writing. The article closes with considering what such a re-theorising might offer for our understanding of doctoral study and doctoral writing, as well as for the broader concepts of time, learning and change within higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01