Edited by Cecile Badenhorst, Brittany Amell, and James Burford
Copy edited by Karen P. Peirce. Designed by Mike Palmquist.
What imaginings of the doctoral writer circulate in the talk of doctoral researchers and their supervisors? How do institutional policies and the conventions of particular disciplines shape the ways in which doctoral writing is imagined? Why, and in what ways, has doctoral writing been re-imagined in the twenty-first century? What future imaginings of doctoral writing may be hovering on the horizon? This edited collection has gathered a diverse group of authors—from Aotearoa New Zealand, Australia, Bangladesh, Japan, South Africa, the UK, Denmark, Canada, and the US—to consider these challenging questions during a time in which doctoral education is undergoing enormous transformation. Together, the contributors to this collection explore how the practice of doctoral writing is entangled with broader concerns within doctoral education, including attrition, timeliness, the quality of supervision, the transferability of knowledge and skills to industry settings, research impact, research integrity, and the decolonization of the doctorate.
Introduction: The Case for Re-imagining Doctoral Writing, James Burford, Brittany Amell, and Cecile Badenhorst
Section One. The Call to Re-imagine Doctoral Writing
1. Writerly Aspirations and Doctoral Education: Beyond Neoliberal Orthodoxies, Catherine Mitchell (Taranaki)
2. Re-imagining Doctoral Writings as Emergent Open Systems, Julia Molinari
3. Ph.D. by Publication or Monograph Thesis? Supervisors and Candidates Negotiating the Purpose of the Thesis when Choosing Between Formats, Signe Skov
Section Two. Concepts and Tensions of Doctoral Writing
4. Borders and Tensions in the Context of Doctoral Writing, Susan van Schalkwyk and Cecilia Jacobs
5. Queer Path-Making: Expressing or Suppressing Creativity in Arts Doctoral Writing, Steven Thurlow
6. Meta-Generic Imaginings: Using Meta-Genre to Explore Imaginings of Doctoral Writing in Interdisciplinary Life Sciences, Sara Doody
Section Three. Re-imagining Doctoral Writers and Their Others
7. Embodiment, Relationality, and Constellation: A Cultural Rhetorics Story of Doctoral Writing, Matthew B. Cox, Elise Dixon, Katie Manthey, Maria Novotny, Rachel Robinson, and Trixie G. Smith
8. Vā and Veitapui as Decolonial Potential: Ongoing Talatalanoa and Re-imagining Doctoral Being and Becoming, David Taufui Mikato Fa'avae
9. Writing a Doctoral Thesis in a Non-Western Voice, Sharin Shajahan Naomi
10. Decentring the Author/Celebrating the Typist in Doctoral Thesis Acknowledgements, Frances Kelly, Catherine Manathunga, and Machi Sato
Section Four: Writing a Re-imagined Doctoral Thesis
11. Re-imagining Doctoral Writing Through the Visual and Performing Arts, Louise Ravelli, Sue Starfield, and Brian Paltridge
12. Fictional Writing in Doctoral Theses: The (re)Engagement of Play and Reflexivity, Will Gibson
13. The Curious Predicament of an (un)Comfortable Thesis Conclusion: Writing with New Materialisms, Toni Ingram
Conclusion: The Unfinished Business of Re-imagining Doctoral Writing, James Burford, Brittany Amell, and Cecile Badenhorst
Cecile Badenhorst MA (UBC), PhD (Queen's) is a Professor in the Adult Education/Post-Secondary program in the Faculty of Education at Memorial University, Newfoundland, Canada. She teaches courses in the post-secondary undergraduate and graduate programs on university teaching and learning, as well as courses in the faculty's doctoral program. As a researcher, she has conducted research and published in the areas of doctoral education, doctoral writing, graduate writing, thesis/publication writing pedagogies, academic literacies and faculty writing. She has a YouTube channel on writing for Masters and doctoral students. She has also written three books in the area of graduate student writing: Research Writing (Van Schaik, 2007), Dissertation Writing (Van Schaik, 2008) and Productive Writing (Van Schaik, 2010). She is a co-editor of Research Literacies and Writing Pedagogies for Masters and Doctoral Writers (Brill, 2016). In 2018, she co-edited with, Brittany Amell, a special issue of the Canadian Journal for Studies in Discourse and Writing/Rédactologie on play, visual strategies & innovative approaches to graduate writing.
Brittany Amell MA (Carleton) is a doctoral candidate at Carleton University in the School of Linguistics and Applied Language Studies. She teaches, mentors, and coaches others on the research, theory, and pedagogy of academic writing. Her Ph.D. research considers the writing that she and other doctoral students do for their degrees and was awarded a Joseph-Armand Bombardier Canada Graduate Scholarship (SSHRC, 2017-2020). In 2018, she co-edited with, Cecile Badenhorst, a special issue of the Canadian Journal for Studies in Discourse and Writing/Rédactologie on play, visual strategies & innovative approaches to graduate writing.
James Burford is Lecturer in Research Education and Development in the Graduate Research School, La Trobe University, Melbourne, Australia. James is a critical university studies researcher, and he is particularly interested in space, place, affect, and politics in the academic profession and doctoral education. James' doctoral thesis received the 2017 NZARE Sutton-Smith Award. James has taught in the areas of comparative education, educational equity, and academic literacies. His recent projects have focused on academic mobilities (both short and longer term), as well as the spatialities of graduate education. With Emily Henderson, James edits Conference Inference, an academic blog on conferences.
Publication Information: Badenhorst, Cecile, Brittany Amell, & James Burford (Eds.). (2021). Re-imagining Doctoral Writing. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/INT-B.2021.1343
Digital Publication Date: August 23, 2021
Print Publication Date: Pending
ISBN: 978-1-64215-134-3 (PDF) | 978-1-64215-135-0 (ePub) | 978-1-64642-271-5 (pbk.)
Series Editors: Joan Mullin, University of North Carolina at Charlotte; Terry Myers Zawacki, George Mason University; Magnus Gustafsson, Chalmers University of Technology; and Federico Navarro, Universidad de Buenos Aires and Universidad de Chile.
Copyright © 2021 Cecile Badenhorst, Brittany Amell, and James Burford and the authors of the individual parts of this book. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 290 pages, with notes and bibliographies. This book is available in print from University Press of Colorado as well as from any online or brick-and-mortar bookstore. Available in PDF and ePub formats for no charge on this page at the WAC Clearinghouse. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website.