语言、学科性和身份:一名国际跨学科博士生的自我民族志

IF 0.8 Q3 SOCIAL SCIENCES, INTERDISCIPLINARY
Chengyuan Yu
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引用次数: 0

摘要

尽管高等教育一直在鼓励跨学科研究,但很少有研究了解跨学科性如何影响学者的身份建构,尤其是那些可能已经在努力融入学术界的博士生。研究结果本自述揭示了跨学科博士生可以灵活运用不同学科的话语资源以及英语和母语的读写实践,动态地创造可与不同话语社区交流的跨学科身份。他们在不同学科中的身份可以同时发展,而不是在进行跨学科研究时为了发展另一学科而压制其中一个学科。其次,它为现有的对国际博士生身份建构的理解增加了一个跨学科性的新层面。第三,它有助于理解学科素养的发展如何促进学科身份建构,以及学科身份建构如何促进学科素养的发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Language, disciplinarity and identity: an autoethnography of an international interdisciplinary doctoral student
PurposeWhile higher education has been encouraging interdisciplinary research, few studies have been conducted to understand how interdisciplinarity shapes the identity construction of scholars, especially doctoral students who may already strive to socialize into academia.Design/methodology/approachTherefore, this study adopts the approach of autoethnography to analyze my lived experience of developing disciplinary literacy and constructing interdisciplinary identity as a Chinese international doctoral student at a North American university. Communication theory of identity (CTI) is the theoretical framework through which I understand the negotiation among my personal, enacted, relational and communal identities while communicating my research through diverse literacy practices.FindingsThis autoethnography reveals that interdisciplinary doctoral students can flexibly use discursive resources from different disciplines and literacy practices in both English and their first language to dynamically create interdisciplinary identities communicable to different discourse communities. Their identities in different disciplines can develop simultaneously, rather than suppressing one for the development of the other as they do interdisciplinary research.Originality/valueThis study first extends current scholarly discussion of disciplinary literacy to a less-investigated setting, i.e. doctoral education in higher education. Second, it adds an additive and current layer of interdisciplinarity to the existing understanding of international doctoral students’ identity construction. Third, it helps to understand how the development of disciplinary literacy can facilitate disciplinary identity construction and how disciplinary identity construction can facilitate the development of disciplinary literacy.
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来源期刊
Qualitative Research Journal
Qualitative Research Journal SOCIAL SCIENCES, INTERDISCIPLINARY-
CiteScore
2.40
自引率
8.30%
发文量
38
期刊介绍: Qualitative Research Journal (QRJ) is an international journal devoted to the communication of the theory and practice of qualitative research in the human sciences. It is interdisciplinary and eclectic, covering all methodologies that can be described as qualitative. It offers an international forum for researchers and practitioners to advance knowledge and promote good qualitative research practices. QRJ deals comprehensively with the collection, analysis and presentation of qualitative data in the human sciences as well as theoretical and conceptual inquiry.
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