The Doctoral Journey

International Educationalist Perspectives
Erscheinungsjahr 2020
ISBN: 978-90-04-39637-1
Verlag: Brill

Buch, Englisch, 206 Seiten, Format (B × H): 155 mm x 239 mm, Gewicht: 440 g

Includes a prize-winning chapter by the winner of the 2021 Early Career Award of the International Narrative Research Special Interest Group of the American Education Research Association. Trudy Cardinal was awarded this prize, among other publications, for chapter 11 in The Doctoral Journey: International Educationalist Perspectives: An Autobiographical Narrative Inquiry into the Experiences of One Cree/Métis Doctoral Student.

This book has prompted an expanded book series: The Doctoral Journey in Education. Please click here to find out more!

The Doctoral Journey: International Educationalist Perspectives assembles a collective narrative related to the doctoral journey of recent graduates in the field of education. Clearly, the doctoral journey is not a linear process but rather a lattice of ever-evolving professional and personal relationships, experiences, perspectives, and insights.

From early on when considering whether or not to apply to a programme, to deciding on an institution and supervisor, to delving into the related literature, to data collection and analyses, to closing in on the defence, to results dissemination, and everything in between and beyond, the doctoral journey presents incalculable obstacles that can be, and have been, overcome by doctoral graduates—including the contributors in this inspirationally-sparked collective narrative.

Contributors are: Trudy Cardinal, Philip Wing Keung Chan, José da Costa, Alison Egan, Janet McConaghy, June McConaghy, Kelsey McEntyre, Sammy M. Mutisya, Christina A. Parker, Carla L. Peck, Colin G. Pennington, Kathleen Pithouse-Morgan, Edgar Schmidt, and Pearl Subban.

Autoren/Hrsg.

Weitere Mitwirkende

Bradford, Brent

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erwachsenenbildung, lebenslanges Lernen

Inhaltsverzeichnis

Dedication

Acknowledgements

List of Figures

Notes on Contributors

Introduction: Multiple Pathways

Brent Bradford

Notable Quotes

Part 1: Doctorates in Education

1 Doctorates in Education: Paths through the Journey

José da Costa

Part 2: Beyond Completion

2 Choosing My Own Adventures: A Short Story of My Doctoral Journey

Kathleen Pithouse-Morgan

3 Growth from Cross-Disciplinary Research: A Learning Journey from Doctoral Student to University Scholar

Philip Wing Keung Chan

4 The Doctoral Journey: A Kenyan Experience

Sammy Mutisya

Part 3: Journeys Revealed

5 Mapping the Journey: Directed by the “F” Word

Pearl Subban

6 Doing a PhD Part-Time: An Irish Perspective

Alison Egan

7 Teacher in the Academy: A Doctoral Journey

Edgar Schmidt

8 Exploring Place and Identity through Research: How My Doctoral Journey Shaped My Subjective Positionality

Christina A. Parker

9 My Doctoral Journey: Aiming to Become an Effective Scholar of Physical Education

Colin G. Pennington

10 Chasing My Educational Goals: The Journey of a First-Generation Post-Secondary Female Student While Expecting a First Born

Kelsey McEntyre

Part 4: An Indigenous Scholar’s Journey from ‘Little Me’ to ‘Knower’

11 Becoming Real: An Autobiographical Narrative Inquiry into the Experiences of One Métis/Cree Doctoral Student

Trudy Cardinal

Part 5: Considering Next Steps upon Completion

12 What’s Next?

Carla L. Peck

Part 6: Final Thoughts

Contributor Thoughts upon Completion

Afterword

June McConaghy and Janet McConaghy

Über Autor(innen)

Brent Bradford, PhD (2015, University of Alberta), is Associate Professor at Concordia University of Edmonton. He has published and presented extensively in the field of education and has co-authored two teacher education textbooks: Teaching for Health & Wellness in Children and Youth (Ripon, 2017) and Physical Education for Elementary School Teachers (Ripon, 2018).