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020 |a9780429330384|q(eBook)
020 |a0429330383
020 |a9781000529623|q(electronic bk. : PDF)
020 |a1000529622|q(electronic bk. : PDF)
020 |a9781000529647|q(electronic bk. : EPUB)
020 |a1000529649|q(electronic bk. : EPUB)
020 |z9780367352851|q(Hardback)
035 |a(OCoLC)1273426644
035 |a(OCoLC-P)1273426644
040 |aOCoLC-P|beng|erda|cOCoLC-P
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 00|aLB2386
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072 7|aEDU|x001030|2bisacsh
072 7|aEDU|x059000|2bisacsh
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082 00|a378.2|223
245 04|aThe doctoral journey as an emotional, embodied, political experience :|bstories from the field /|cedited by Rebecca Twinley and Gayle Letherby.
264 1|aNew York :|bRoutledge,|c2022.
264 4|c© 2022.
300 |a1 online resource
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
505 2 |aSection 1. Emotions, Embodiment, and Politics in Practice -- Section 2. Auto/Biographical Reflections of the Doctoral Journey.
520 |a"The Doctoral Journey as an Emotional, Embodied, Political Experience is the first text of its kind to capture stories of involvement in doctoral journeys from students, supervisors, and examiners. Drawing from experiences across a variety of disciplines in the social sciences, medical sciences, education and the humanities, these stories share a keenness to demonstrate the ways in which this journey is emotional (rather than detached), embodied (rather than separated), and political (rather than having no relationship to politics). The journey metaphor is often adopted to describe and explore the PhD process. However, this journey is usually only seen from the perspective of the doctoral candidate. This implies that it is only the student that learns, develops, and reflects. This is clearly not always (maybe never) the case. The suggestion that the candidate 'learns' whilst the supervisors 'teach' harks back to traditional masculinist educational approaches and neglects the reciprocal knowledge-sharing process between student and supervisor. Similarly, the prescription that relationships between all concerned remain 'professional' and removed, rather than in any way intimate, suggest an unrealistic acceptance of an scientific, detached objective agenda rather than an emotional, embodied, political, and holistic approach to research. The contributions to this book extend the journey metaphor to additionally consider the experiences of supervisors and examiners, including the joint, collaborative journey of the 'team' (the candidate, their supervisors, and their examiners). This provides a challenge to traditional understandings of the doctoral process and offers implications for future reflection and practice. This book is therefore an invaluable resource for doctoral students, supervisors, examiners, and readers interested in pedagogy and educational practice"--|cProvided by publisher.
588 |aOCLC-licensed vendor bibliographic record.
650 0|aDoctor of philosophy degree.
650 0|aDoctoral students|vCase studies.
650 0|aFaculty advisors.
650 0|aUniversities and colleges|xGraduate work|xExaminations.
650 7|aSOCIAL SCIENCE / General|2bisacsh
700 1 |aTwinley, Rebecca,|eeditor.
700 1 |aLetherby, Gayle,|eeditor.
856 40|3Taylor & Francis|uhttps://www.taylorfrancis.com/books/9780429330384
856 42|3OCLC metadata license agreement|uhttp://www.oclc.org/content/dam/oclc/forms/terms/vbrl-201703.pdf
901 |aTaylor & Francis