Re-imagining Doctoral Writing最新文献

{"title":"Ph.D. by Publication or Monograph Thesis? Supervisors and Candidates Negotiating the Purpose of the Thesis when Choosing Between Formats","authors":"Signe Skow","doi":"10.37514/int-b.2021.1343.2.03","DOIUrl":"https://doi.org/10.37514/int-b.2021.1343.2.03","url":null,"abstract":"In this chapter, I investigate how the Ph.D. by publication has become more and more prevalent within the humanities and the social sciences over the last couple of decades in Denmark. Based on interviews with Ph.D. supervisors and doctoral candidates at two Danish universities, I analyze how they articulate, construct, and imagine the thesis when they legitimize their choice of and preference for thesis format, be it the monograph thesis or the Ph.D. by publication. This analysis shows how the choice of thesis format is most often legitimized through instrumental discourses, emphasizing what it does for individuals or institutions rather than what it does for disciplines and knowledge. Terms like completion, results, competency, career, status, statistics, and return on investment are common—foregrounding how the thesis contributes to individual or institutional performance. Interestingly, within this instrumental way of talking and thinking about the thesis, the monograph thesis is beginning to be seen as a less ideal or legitimate format and the Ph.D. by publication is being seen as a more obvious choice. Alongside these instrumental ideas and imaginings, there are other discourses at work imagining the thesis in terms of being an intellectual endeavor, a process of inquiry and knowledge transformation, and a contributor to knowledge and disciplines. Nevertheless, in this chapter I show how drawing on intellectual discourses alone is insufficient when it comes to arguing for participants’ choice of thesis format regardless if it is the monograph thesis or the Ph.D. by publication.","PeriodicalId":341520,"journal":{"name":"Re-imagining Doctoral Writing","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129202477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Writerly Aspirations and Doctoral Education: Beyond Neoliberal Orthodoxies","authors":"Catherine Mitchell (Taranaki)","doi":"10.37514/int-b.2021.1343.2.01","DOIUrl":"https://doi.org/10.37514/int-b.2021.1343.2.01","url":null,"abstract":"This chapter engages with the imaginings that students bring to the practice of doctoral writing and explores the ways in which neoliberal discourse configures student understandings about the purposes of and possibilities associated with doctoral education. Many scholars identify the dominance of neoliberalism in shaping contemporary higher education practices including within doctoral education. With this in mind, analysis of the data gathered for an empirical study of 15 first-generation students in doctoral education was undertaken to identify how neoliberal conceptions did, or did not, shape their university imaginings and their aspirations for higher degree studies. Within a constellation of hopes, the place of doctoral writing and the figure of the writer itself is identified as being deeply implicated in the formation of doctoral aspirations. It is also suggested that the influence of writers, storytellers, and writerly works informs particular university imaginaries that circulate in discourse and evince different ways of understanding the university beyond neoliberal orthodoxies. As such, this discussion draws attention to the ways in which neither the discursive and imaginative space of doctoral education nor the university itself has been completely captured by neoliberalism. In sum, the findings of this study show that the university and doctoral education is imagined in rich ways and that, in spite of the impacts of neoliberalism, the identity of the scholar remains, for many, bound up with writing and with what it is to be a writer. This chapter engages with the imaginings that students bring to the practice of doctoral writing and explores the ways in which neoliberal discourse configures student understandings about the purposes of and possibilities associated with doctoral education. Many scholars have identified the dominance of neoliberalism in shaping contemporary higher education practices (Olssen & Peters, 2005; Roberts, 2007; Sims, 2019) including within doctoral educa-","PeriodicalId":341520,"journal":{"name":"Re-imagining Doctoral Writing","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129280472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Queer Path-Making: Expressing or Suppressing Creativity in Arts Doctoral Writing","authors":"S. Thurlow","doi":"10.37514/int-b.2021.1343.2.05","DOIUrl":"https://doi.org/10.37514/int-b.2021.1343.2.05","url":null,"abstract":"An insistent and rapacious call for innovation exists at the heart of academic knowledge production. However, the desire to produce a novel product does not appear to extend to notions of creativity in doctoral writing contexts. In this chapter, I explore how doctoral writers in the Faculty of Arts at an Australian university engage with the notion of creativity, both in relation to what it is or might be and where it is found. Building on my earlier work written with Janne Morton and Julie Choi (2019), I trace the diverse and changing perceptions of creativity held by three multilingual doctoral writers throughout their candidature. I utilise the work of Sara Ahmed (2006, 2018, 2019) to reveal how arts doctoral writers may diverge from the well-worn path of “standard” doctoral writing to forge their own unique trail of textual creativity despite the potential dangers posed by this deviation. While the “innovative idea” may be celebrated in the academy, any overtly creative expression could provoke an adverse reaction from disciplinary readers. This adverse reaction commonly led to a critical moment for doctoral writers, as their creative efforts were either sanctioned or forbidden by these powerful gatekeepers. If writers do risk leaving the “safe” path, I demonstrate how this could involve overcoming significant personal, cultural, and institutional obstacles. Ultimately, I show how some arts doctoral writers queer their writing by imagining and then acting upon a desire to produce creative written work. They also queer their doctorate by raising their writers’ voices in a space typically enveloped in denial and silence. Re-imagining the doctorate (Scene): Your thesis or dissertation should be 80,000 words long but no other boundaries exist—either about what you write or how you write it. Any style, any perspective, using any","PeriodicalId":341520,"journal":{"name":"Re-imagining Doctoral Writing","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130638056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Curious Predicament of an (un)Comfortable Thesis Conclusion: Writing with New Materialisms","authors":"Toni Ingram","doi":"10.37514/int-b.2021.1343.2.13","DOIUrl":"https://doi.org/10.37514/int-b.2021.1343.2.13","url":null,"abstract":"A conclusion often entails providing answers derived from questions like “What does all this mean?” and “What do we now know about the topic we did not know before?” While conventionally appealing, these questions become redundant within a feminist new materialist approach, as they are premised on a separation between the knower (researcher) and the known (subject/s). This chapter explores tensions that emerge between ontological foundations of research and thesis writing conventions, such as a tidy conclusion. Drawing on Karen Barad’s (2007) concepts of onto-epistem-ology and intra-action, I consider how a new materialist ontology reconfigures binary concepts such as question/answer, research/ researcher, and knowing/not knowing. These binary concepts often underpin the conclusions a thesis offers, along with doctoral framings of success and failure. The chapter ponders questions that emerge for re-imagining doctoral writing when binaries are blurred. A conventional Ph.D. thesis1 suggests a tidy package neatly bound by an inviting introduction and a comfortable conclusion. This structure follows the guidance provided in the plethora of books on “how to write a thesis”: well-meaning advice underpinned by the goal of (ideally) leaving the writer and examiner with a sense of purpose and satisfaction (Eco, 2015; Evans et al., 2014; Gruba & Zobel, 2017; Murray, 2011). In this chapter, I consider what happens when a theoretical framework provides, or rather demands, an ending that is not so neatly packaged. What happens when academic con1 The term “thesis” is commonly used in Aotearoa New Zealand, although for some readers, the term “dissertation” may be more familiar.","PeriodicalId":341520,"journal":{"name":"Re-imagining Doctoral Writing","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126827631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Writing a Doctoral Thesis in a Non-Western Voice","authors":"Sharin Shajahan Naomi","doi":"10.37514/int-b.2021.1343.2.09","DOIUrl":"https://doi.org/10.37514/int-b.2021.1343.2.09","url":null,"abstract":"My Ph.D. thesis on Tibetan Buddhism and feminism uses autoethnographic performative writing to invoke a non-Western voice that challenges colonialities of knowledge production. Studying at the time as an international doctoral student in Australia, I chose to focus my thesis on my experience as a Bangladeshi female writing in an academic context that is predominately influenced by the hegemony of Western knowledge. By waging epistemic disobedience through performative writing, I created a space for writing a doctoral thesis with a non-Western voice. Nonetheless through my journey, I encountered struggles and addressed questions of legitimacy. Despite this, I endured. In this chapter, I aim to unpack my strategies and challenges, offering a fresh perspective on what it is like to be a non-Western doctoral student enacting academic resistance. In autoethnography, researchers analyze their own experiences to address the main themes of their research (Ellis et al., 2011). Autoethnographers work to connect personal experience to wider political and cultural contexts. Many autoethnographers have used these tools to enable the representation of the voices, languages, and narratives of others, especially the marginalized and the subaltern, who do not have the opportunity to speak due to the authority and surveillance of hegemonic power structures within the academy (Holt, 2003; Lincoln & Denzin, 2003). I am an author who builds on and extends this body of work. In my Ph.D. thesis, I used autoethnographic methods to reflect upon my life journey as a Bangladeshi female negotiating Tibetan Buddhist practice and feminist values in an in-between space of cultures, religion, and identity. I undertook this project due to the lack of autoethnographic voices of women of color with regard to understanding the relationship between Tibetan Buddhism and feminism in women’s lives, particularly for women across different cultures and religions who came to know Tibetan Buddhist practice by choice, not by birth or family relationships. In this chapter, I describe what happened when I started to write autoethnographically for my doctoral thesis. I began to","PeriodicalId":341520,"journal":{"name":"Re-imagining Doctoral Writing","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132825144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}