The Failure of Dissertation Advice Books: Toward Alternative Pedagogies for Doctoral Writing  

Oleh:

Kamler, Barbara ; Thomson, Pat

Jenis: Article from Journal - e-Journal
Dalam koleksi: Educational Researcher vol. 37 no. 8 (Nov. 2008), page 507-514.
Topik: higher education; supervision; writing
Fulltext: 507.pdf (291.53KB)

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Anxious doctoral researchers can now call on a proliferation of advice books telling them how to produce their dissertations. This article analyzes some characteristics of this self-help genre, including the ways it produces an expert–novice relationship with readers, reduces dissertation writing to a series of linear steps, reveals hidden rules, and asserts a mix of certainty and fear to position readers “correctly.” The authors argue for a more complex view of doctoral writing both as text work/identity work and as a discursive social practice. They reject transmission pedagogies that normalize the power-saturated relations of protégé and master and point to alternate pedagogical approaches that position doctoral researchers as colleagues engaged in a shared, unequal, and changing practice.

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