The loneliness of a long-distance critical realist student: the story of a doctoral writing group

IF 3.2 0 PHILOSOPHY
Catherine Hastings, Angela Davenport, Karen Sheppard
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引用次数: 1

Abstract

ABSTRACT As doctoral students from New Zealand and Australia, advised by supervision teams with a diversity of critical realist experience from limited to none, we came independently to the 2018 Critical Realism conference – primed to seek increased understanding, confidence, motivation, and reassurance. We certainly found these things from the pre-conference, presentations, and individuals within the critical realist community. We also found each other, and a virtual writing group was born. This article is a description of what we did, why, and the outcomes we experienced over the final two years completing our theses. It identifies the structures, contexts, motivations, and mechanisms from which our emotional, critical realist and writing-related outcomes emerged. We outline the roles of serendipitous timing, culture, different disciplinary approaches, administrative structures, and types of interactions on the social learning we developed. We anchor our discussion in recent theoretical literature about the role of writing groups in doctoral education.
一个远程批判现实主义学生的孤独:一个博士写作小组的故事
摘要作为来自新西兰和澳大利亚的博士生,在具有从有限到无的各种批判现实主义经验的监督团队的建议下,我们独立参加了2018年批判现实主义会议,旨在寻求更多的理解、信心、动力和保证。我们当然从会前、演讲和批判现实主义群体中的个人身上发现了这些东西。我们也找到了彼此,一个虚拟写作小组诞生了。这篇文章描述了我们在完成论文的最后两年里做了什么,为什么,以及我们所经历的结果。它确定了我们的情感、批判现实主义和写作相关结果产生的结构、背景、动机和机制。我们概述了偶然的时机、文化、不同的学科方法、行政结构和互动类型对我们发展的社会学习的作用。我们在最近的理论文献中对写作小组在博士教育中的作用进行了讨论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.70
自引率
30.80%
发文量
26
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