Love, Loss and a Doctorate: An Autoethnography of Grieving While Writing a PhD

Autor/in	Ridgway, Alexandra
Titel	Love, Loss and a Doctorate: An Autoethnography of Grieving While Writing a PhD
Quelle	In: Higher Education Research and Development, 42 (2023) 1, S.230-243 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ridgway, Alexandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2021.2019202
Schlagwörter	Grief; Doctoral Students; Doctoral Programs; Death; Parent Child Relationship; Doctoral Dissertations; Ethnography; Personal Narratives; Fathers; Educational Experience; Learning Processes; Writing (Composition); Resilience (Psychology); Dialogs (Language); Study Abroad + Suchen Sie Ihr Suchwort? Trauer; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Sterbefall; Tod; Todesfall; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Ethnografie; Erlebniserzählung; Bildungserfahrung; Learning process; Lernprozess; Schreibübung; Dialog; Dialogs; Dialogue; Dialogues; Studies abroad; Auslandsstudium
Abstract	The death of a parent can strike at our very core, rattling our sense of self and raising questions of how we could possibly continue beyond their departure. For the PhD student, parental loss can act as a significant disruption, saddling them with a heavy emotional toll to carry alongside the typical challenges of completing a thesis. Yet, parental death can also be transformative, providing the doctoral student with a powerful reason to persevere. Through an autoethnographic account of losing my father during my PhD, I reveal how parental death, and the desolation it engenders, can be transformed into a productive influence for the doctoral journey. This work contributes to international literature on parental loss, grief and graduate school experiences, while revealing how dialoguing with the dead can act as an effective learning tool. Methodologically, it demonstrates the usefulness of autoethnography for higher education scholars transnationally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01