博士过程中有机指导的三种人种志

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH
Carol Rogers-Shaw, Davin J. Carr-Chellman, Jinhee Choi
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引用次数: 2

摘要

作为三位学术研究人员,我们通过生成的、非工具化的关系抵制现有的认知秩序,代表了从博士生准备的主流发展模式的实质性转变。我们强调在学术界反对误解的斗争。利用多元人种学方法,我们探讨了博士研究的本质以及指导博士生成为未来研究人员和大学教师的有效方法。我们通过将有机指导定义为非工具性、关系性和合作性,为高等教育中指导非传统成人学习者的文献做出贡献。此外,我们将多民族志的使用扩展到三民族志,通过三位研究者的对话叙事,从不同的角度阐明重叠的经验。最后,我们将Axel Honneth的认知理论与成人辅导联系起来,进一步拓展其在博士研究中的应用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Trioethnography of Organic Mentoring in the Doctoral Process
ABSTRACT As three academic researchers resisting the existing recognition order through generative, non-instrumentalizing relationships, we represent a substantive move away from the prevailing developmental model of doctoral student preparation. We highlight the struggle against misrecognition in the academy. Drawing on duoethnographic methods, we explore the nature of doctoral study and effective approaches to mentoring doctoral students as future researchers and university faculty. We contribute to the literature on mentoring non-traditional adult learners in higher education by defining organic mentoring as non-instrumental, relational, and collaborative. Additionally, we extend the use of duoethnography to trioethnography by involving three researchers in dialogic storytelling to illuminate overlapping experiences from different angles. Lastly, we further develop the use of Axel Honneth’s recognition theory by linking it to adult mentoring in doctoral study.
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来源期刊
MENTORING & TUTORING
MENTORING & TUTORING EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
33.30%
发文量
36
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