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Rethinking education through self-study: an international doctoral student’s narrative
Abstract
This paper adopts a narrative approach to how I employ self-study as a way to examine and reexamine my own learning experiences and develop a critical consciousness of education as an emerging educational researcher in the United States. The narrative self-study unravels my struggle as an international doctoral student and my awakening to educational inequity by constantly challenging my previous understanding through critical reflection. The paper discusses the importance of using self-study to understand education in a broader context, step out of isolation, and connect with other educational researchers for a change to occur. The conclusion highlights the need for international doctoral students to understand their own agency and become educational researchers and full human beings. © 2018
... This study was part of a larger research project with Asian international doctoral students learning in the United States. At the time of the research, I was also an international doctoral student and conducted the research with an aim to understand how international doctoral students addressed various barriers and worked towards our PhD completion (Li, 2018). Stacy (pseudonym) was one of the research participants and her story offered an abundance of details about how language and culture worked together in her professional growth. ...
https://www.tandfonline.com/eprint/K8TMFMQUYNBQP99FEQSB/full?target=10.1080/15348458.2021.1972804
Situated on the broad landscape of international education and informed by theories of language, culture, and identity trajectory, this longitudinal narrative study unravels an Asian international doctoral student’s story of living and learning in the United States. Using narrative as the research method and form of representation, the paper unfolds her early struggles, agency, and professional growth in her doctoral journey of examining and reexamining language and culture in her life and research. It illustrates how this former EFL teacher constantly negotiates her inner conflicts concerning language and culture and gradually considers herself a legitimate English speaker and an emerging scholar in international education. The discussion highlights the importance of personal agency and collective identity in an international doctoral student’s professional identity construction. It also emphasizes the significance of embracing cultural and linguistic diversity in international education.
... al., 2018), international students' study anxiety (Khoshlessan & Das, 2017), and the challenges international students face during their higher education in the US (Rao, 2017). However, concerning international doctoral students, there has been little discussion of equity of access (Li, 2018;Madge et. al., 2015) and what this might mean in the international context. ...
Aim/Purpose: In our reflexivity in this duoethnographic study, we aimed to identify and elicit the authentic voices, thoughts, and experiences of international students from China and Cameroon to explore international education equity’s complexities through the internationalization of curriculum in doctoral programs at U.S. institutions. Background: Many studies have addressed the need for education equity in terms of gender, age, and socioeconomic status. However, few studies have explored the complex tensions of international education equity for international graduate students as they relate to the internationalization of the curriculum in doctoral programs in the context of neonationalist political rhetoric. Methodology: A duoethnographic method was utilized to create dialogic narratives and provide multiple perspectives on a variety of topics across disciplines and forms of practices of one’s life history to act and give meaning to actions. As two researchers and international doctoral students from China and Cameroon, we conducted interviews and discussions to maintain an ongoing dialogue debriefing our experiences. Contribution: By focusing on the experiences as international doctoral students, this duoethnographic study encourages readers to recognize how different cultures, experiences, and needs reinforce and influence one another and the importance of ensuring education equity for international doctoral students’ success. Findings: Three elements of international education equity were defined as authentic inclusion, differentiated teaching strategies and assessments, and individualized resources including but not limited to financial and cultural resources. Four prominent themes emerged related to international education equity for international doctoral students: (1) academic support related to teaching and learning strategies, assessments, language support, and mentorship; (2) financial support related to university funding and employment opportunities; (3) administrative support related to staff/faculty/community training on intercultural competence and training related complexities of visa status for international doctoral students; and (4) community support in the context of geopolitical tensions. Recommendations for Practitioners: The findings highlight the need for research universities to address international doctoral students’ concerns, develop and innovate practices to ensure international education equity, and help international doctoral students to study in a safe and welcoming environment. Recommendation for Researchers: The findings suggest further critical research into the rationale of the difficulty in international education equity and the impact of equity in the curriculum and learning spaces of higher education through exploring the similarities and nuances between international doctoral students from China and Cameroon. Impact on Society: These findings aim to ensure international educational equity and to build a welcoming environment for international doctoral students through collaboration among education providers, policymakers, and the community. Future Research: Future research may use international educational equity to explore diverse international doctoral students’ experiences, needs, and challenges in studying at U.S. research universities, and how those experiences, needs, and challenges shift their mobility.
... The findings from this data analysis support the potential value of integrative seminars in occupational therapy education, and the insights gained may be helpful for occupational therapy educators who desire to implement integrative seminars into their curriculum design. It may be particularly relevant and beneficial for doctoral level occupational therapy programs to incorporate integrative seminars as a strategy to increase the rigor in promoting autonomous learners and critical thinkers, traits decidedly expected from doctoral students (Brodin, 2016;Li, 2018). The integrative seminar shows promise as a student-centered, evidence-based approach that engages contemporary occupational therapy students and provides them with a safe space for developing skills in self-directed discovery and critical thinking for lifelong learning. ...
The early phase of doctoral education is a critical yet under-researched period in PhD programs, when doctoral researchers must solidify their thesis projects prior to embarking on data collection. What makes this time particularly challenging is that new doctoral researchers synthesize their research thinking while they are still learning the expectations and nature of PhD research. This study draws on Emirbayer and Mische’s (1998) chordal triad of agency to explore how PhD researchers’ goals and experiences (individual contexts) influence how they approach doctoral research and develop their thesis projects during the first year of the PhD. The results of this small-scale longitudinal multiple case study of five first-year UK PhD social science researchers suggest that there are at least three approaches PhD researchers may adopt in developing their research projects, influenced by personal histories and post-PhD goals—pragmatic/strategic, idealistic, and realistic. In turn, these approaches may change over time as PhD researchers acquire experience and encounter critical events. Implications include the need for attention to a diversity of PhD researchers’ needs and goals, which may necessitate additional support or training in tailored areas, and a call for questioning the capacity of PhD researchers to contribute to/stretch the structures surrounding thesis writing.
Purpose
The purpose of this study is to investigate the influence of critical friendship on a first- and last-year doctoral student’s novice and expert mindsets during role transitions. Doctoral students are challenged to navigate role transitions during their academic programs. Experiences in research expectations, academy acculturation and work-life balance, may impact doctoral students’ novice-expert mindsets and contribute to the costly problem of attrition. Universities offer generic doctoral support, but few support sources address the long-term self-directed nature of self-study.
Design/methodology/approach
The authors participated in a collaborative self-study over a 30-month period. The authors collected 35 personal shared journal entries and 12 recorded and transcribed discussions. The authors conducted a constant comparative analysis of the data, and individually and collaboratively coded the data for initial and focused codes to construct themes.
Findings
The critical friendship provided a safe space to explore the doctoral experiences and novice-expert mindsets, which the authors were not fully able to do with programmatic support alone. The authors identified nine specific strategies that positively impacted the novice-expert mindsets during the following role transitions: professional to student, student to graduate and graduate to professional.
Originality/value
While researchers have identified strategies and models for doctoral student support targeting specific milestones, this study identified strategies to support doctoral students’ novice-expert mindsets during role transitions. These strategies may benefit other graduate students, as well as faculty and program directors, as they work to support student completion.
The author discusses the learning experiences and processes of selected international graduate students within a Canadian university as they progressed from student to scholar. Inspired by social learning theorists Lave and Wenger’s (1991) notion of apprentice to masters in situated learning and communities of practice, the student to scholar framework sheds new light on the phenomenon of being an international graduate student. The arguments within the paper counter traditional views of learning as occurring solely through classroom engagements and offers that international graduate students learn and achieve “scholar” status through situated practice, professor mentoring and triple learning. Data were captured through observations and in-depth phenomenological and semistructured interviews.
In this study, I focused on international Chinese doctoral students and sought to better understand their lived experience in transition to U.S. higher education. I also aimed to explore strategies that can be employed to improve these students’ academic and sociocultural experiences on American campuses. Guided by the adult transition theory (Goodman, Schlossberg & Anderson, 2006), this study used an interpretive phenomenological method. Qualitative data were collected from in-depth focus group interviews. The findings of this study informed higher education educators and practitioners about unique challenges faced by international Chinese graduates in transition and provided insightful knowledge for new practice, programs, and policies that can be created to improve international students’ transition and success.
This study examines the work of the Self-Study of Teacher Education Practices special interest group of the American Educational Research Association from the perspectives of its members with a focus on its development, scholarship, mentorship, practice, and community, and with the major goal of informing its future work. The nested multi-layered research design, framed in sociocultural theory, was enacted in collaboration with an internationally and multidisciplinary diverse group of members over a two-year period. A five-phase research process entailed use of multiple data sources and methods, and researchers with multiple levels of analysis and interpretation. Findings indicate that a sense of community, a nexus of personal and professional development, and collective shaping and engagement are important components for growth despite challenges encountered. The study may be useful to other professional organizations interested in self-review and the sustainability of their organization.
The authors situate the origins of self-study in four developments within education: the growing prominence of naturalistic inquiry methods, the rise of the Reconceptualist movement in curriculum studies, the increased involvement of international scholars in teacher education research, and the re-emergence of action research and its variations. They focus on autobiography and correspondence (e-mail, letters, recorded conversations) not only because these are the dominant forms of self-study but because of the demands they present for producers and consumers. The work of C. Wright Mills (1959)is used to provide a framework for determining what makes a piece of self-study writing research. Mills argues that personal troubles cannot be solved as merely troubles, but must be understood in terms of public issues and history (p. 226). Insights are drawn from literary conventions. A set of guidelines are provided for consideration by self-study researchers in their quest for greater quality.
Undergraduate student involvement has been linked to retention and satisfaction (Astin, 1993; Tinto, 1993); however, no empirical research has yet been conducted on the outcomes of involvement at the graduate level. We interviewed 10 doctoral students in higher education in order to explore graduate student involvement, finding that it is not only markedly different from undergraduate involvement, but that it is an integral part of the socialization process for the future profession.
A middle school is a complex setting in which to develop a sense of self. The following accounts of three young women reveal ways that identity is confronted, offering insights for all learners. The intent is to show how prospective and practicing teachers can gain greater access to fostering identities in the making. The language of Bakhtin gives expression to the necessary teaching and learning conditions for students to look at the sense and selves being made on a continual basis. We conclude that valuing and validating identities in the making require that learning spaces be created, sustained, and nurtured as living, evolving encounters for negotiating ideas, making connections, and seeing possibilities, gaining insights into self and other. Educators must appreciate the student risking of self entailed in such learning encounters. Just as greater self-understanding should be at the core of all learning, and must be known in order to foster such understandings in others, so the tradition of self-study research needs to be at the core of teacher education programs.
For a growing number of teacher educators, Self-study of Teacher Education Practices (S-STEP) has become an empowering way
of examining and learning about practice while simultaneously developing opportunities for exploring scholarship in, and through,
teaching. Offer the past decade, the work in self-study has been increasingly shared, scrutinized and extended so that emerging
understandings of some of the issues in self-study might be further encouraged and debated. This chapter is designed to Offer
insights into some of the factors that have led to the development of self-study of teaching and teacher education practices
and to begin to describe and articulate some of the distinguishing aspects of this work that appear important in defining
this field of study.
Teacher educators live hectic lives at institutional and discipline boundaries. Our greatest potential for influence is through developing relationships with others in our practice. Our work is fundamentally relational and emotional. We are obligated to the teachers we teach and the public students they teach. Our practice exists in the midst of experience, conflicting and often hostile boundaries, and between what we know from research and what we understand from practice. Self-study of practice invites researchers to embrace the hectic and fragmented territory of practice as the space for study.
This book educates those who would like to explore practice in the methodology of self-study. It provides both a pragmatic and theoretic guide. It grounds the research in ontology and establishes dialogue as the inquiry process. It supports researchers through the use of frameworks to guide research and explication of strategies for conducting it.
Although narrative inquiry has a long intellectual history both in and out of education, it is increasingly used in studies of educational experience. One theory in educational research holds that humans are storytelling organisms who, individually and socially, lead storied lives. Thus, the study of narrative is the study of the ways humans experience the world. This general concept is refined into the view that education and educational research is the construction and reconstruction of personal and social stories; learners, teachers, and researchers are storytellers and characters in their own and other's stories. In this paper we briefly survey forms of narrative inquiry in educational studies and outline certain criteria, methods, and writing forms, which we describe in terms of beginning the story, living the story, and selecting stories to construct and reconstruct narrative plots. Certain risks, dangers, and abuses possible in narrative studies are discussed. We conclude by describing a two-part research agenda for curriculum and teacher studies flowing from stories of experience and narrative inquiry.
If religion is the search for meaningful understandings of reality it has taken an enormous diversity of forms. This should not, perhaps, surprise us too much since the range of possibilities is limited, as Stark and Bainbridge (1987) point out, only by the human imagination. The very diversity itself testifies to the problematic nature of this search. A not unreasonable conclusion to draw from this might well be that even after millennia of human endeavour in this respect, no satisfactory answers have yet been or are likely to be found. An equally reasonable conclusion, on the other hand, might be that many societies or social groups have found answers that work very well for them and with which they are satisfied. Religious beliefs, once established, can be remarkably resilient and resistant to change and modification; once established, a meaningful account of reality is not easily questioned or relinquished. To subject it to question is to pose too serious a threat to the sense that things hang together in a meaningful order. Religious answers, however, do change, develop and are sometimes supplanted by others. Such fluidity as religion manifests is undeniably closely bound up with social change.
A quantitative study was conducted to measure the acculturative stress of international students and investigate the predictors of acculturative stress. A total of 186 students participated in the survey. Results showed that 22.4% of the students in this study exceeded the normal stress level and might need counseling or psychological intervention. International students from the Middle East had a significantly higher level of acculturative stress than students from other areas. Perceived support from the university was identified as a significant negative predictor of acculturative stress. The results have important implications for educators and helping professions in higher education settings that serve international students.
Class does make a difference in the lives and futures of American children. Drawing on in-depth observations of black and white middle-class, working-class, and poor families, Unequal Childhoods explores this fact, offering a picture of childhood today. Here are the frenetic families managing their children's hectic schedules of "leisure" activities; and here are families with plenty of time but little economic security. Lareau shows how middle-class parents, whether black or white, engage in a process of "concerted cultivation" designed to draw out children's talents and skills, while working-class and poor families rely on "the accomplishment of natural growth," in which a child's development unfolds spontaneously—as long as basic comfort, food, and shelter are provided. Each of these approaches to childrearing brings its own benefits and its own drawbacks. In identifying and analyzing differences between the two, Lareau demonstrates the power, and limits, of social class in shaping the lives of America's children. The first edition of Unequal Childhoods was an instant classic, portraying in riveting detail the unexpected ways in which social class influences parenting in white and African American families. A decade later, Annette Lareau has revisited the same families and interviewed the original subjects to examine the impact of social class in the transition to adulthood.
Acculturation and linguistic factors were examined as predictors of self-esteem and language confidence among 91 international college students. The majority of participants were Asian (64.8%), female (59.3%), and graduate students (76.9%). Assimilative (adopting host cultural values) and integrative (blending both host and home cultural values) modes of acculturation, less frequency of contact with host culture members, and lower quality of contact predicted higher self-esteem. Less social support and lower English language confidence also predicted higher self-esteem. Also, higher self-esteem was positively related to greater perceived daily hassles (minor stressors faced by students). Furthermore, longer length of stay and greater assimilation and integration scores significantly predicted greater English language confidence. Limitations and implications for international students and educational institutions are discussed.
Two of the most respected voices in education and a team of young education scholars identify 50 myths and lies that threaten America's public schools. With hard-hitting information and a touch of comic relief, Berliner, Glass, and their Associates separate fact from fiction in this comprehensive look at modern education reform. They explain how the mythical failure of public education has been created and perpetuated in large part by political and economic interests that stand to gain from its destruction. They also expose a rapidly expanding variety of organizations and media that intentionally misrepresent facts. Many of these organizations suggest that their goal is unbiased service in the public interest when, in fact, they represent narrow political and financial interests. Where appropriate, the authors name the promoters of these deceptions and point out how they are served by encouraging false beliefs.This provocative book features short essays on important topics to provide every elected representative, school administrator, school board member, teacher, parent, and concerned citizen with much food for thought, as well as reliable knowledge from authoritative sources.
This paper underscores the dynamic and complex dimensions of ‘becoming’ an intercultural doctoral student. It employs autobiography as a research method to portray the reshaping of ourselves as doctoral students to help us engage in self-reflexivity on our mediation of academic, personal and cultural identities in international doctoral education. Our self-narratives on how the plurality of our doctoral identities has emerged and how we have mediated these multiple identities show that becoming an intercultural research student is intimately linked to the process of self-empowerment and re-construction of oneself as a flexible and reflexive intercultural learner and human being. The paper concludes by discussing the notion of ‘reciprocal intercultural supervision’ in doctoral education. It highlights the increased need for (Western) supervisors to develop reciprocal interculturality and the capacity for greater agency in their international doctoral students so that both groups can understand each other better.
This book reveals the author's dedication to learning and teaching as it reveals her belief in the potential of each individual. She demystifies aspects of today's technological society, questions taken-for-granted notions of social justice and equality, and elucidates conflicts between youth and age, poor and middle-class, minorities and whites, male and female.
In this article Elliot Mishler reformulates validation as a process through which a com-munity oj researchers evaluatesthe "trustworthiness"oj a particular study as the basisJor their own work. Rather than relyingJor their assessments on an investigator's adherence to Jormal rules or standardized procedures, skilled researchers, Mishler argues, depend on their tacit understanding oj actual, situated practices in a Jield oj inquiry. Validity claims are tested through the ongoing discourse among researchers and, in this sense, scientific knowl-edge is socially constructed. Within this perspective, Mishler proposes an approach to the problem oj validation in inquiry-guided studies that relies on Kuhn's concept oj exemplars -concrete models oj researchpractice. He then examines three studies oj narrative, suggest-ing them as candidate exemplars Jar this area oj research since they provide reasonable grounds Jar evaluating their trustworthiness. The reason why only the right predicates happen so luckily to have become well entrenched is just that the well entrenched predicates thereby become the right ones. (p. 98) . . . The line between valid and invalid predictions (or inductions or projections) is drawn upon how the world is and has been described and an-ticipated in words. (Goodman, 1979/1983, p. 121) . . . rules are only rules by virtue of social conventions: they are .social conven-tions. . . . That is the sociological resolution of th~ problem of inductive in-ference. . . . It is not the regularity of the world that imposes itself on our senses"; but the regularity of our institutionalized beliefs that imposes itself on the world.
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Sharpening our approaches to methodology in self-study research can strengthen our work and clarify questions that arise for readers unfamiliar with this research genre. Our article considers three methodologies – narrative, auto-ethnography and self-study – that privilege self in the research design, believing that addressing self can contribute to our understandings about teaching and teacher education. We address two questions: In what ways, if any, does the methodological choice affect the inquiry of the researchers? When, if ever, might self-study be the best choice for inquiry? For this, we use one selected work to explore the critical elements of these methodologies to determine usefulness. This is not a discussion to determine which approach is better; rather it is a discussion to explore when one method might be privileged over another and why.
How do doctoral students develop their identities as academics? In this analysis, we explore identity from the perspective of agency – humans as active agents. The analysis was based on the collective data from three earlier studies in different contexts. Embedded in the data were expressions of agency linked to affect – both positive and negative – in which doctoral students were acting to shape and not just be shaped by their experiences. Key findings were evidence of collective student identity as well as supervisors modeling and affirming student agency. Both these findings are pertinent in rethinking doctoral pedagogies: the latter provides a model for supervisors to explicitly model student agency, and the former suggests the value of creating opportunities for collective identity in which students act as positive agents in improving their own doctoral experiences.
This article intends to present an overview of the present organizational aspects of doctoral programs in the USA, followed by a discussion of some challenges both the academic research community and other crucial players will have to rise to. The author's long-standing experience in research programs and institutional structures has led him to conclude that: for a graduate school in the USA to really develop a new knowledge generation, one that will effectively evolve within its own research community and contribute to society at large, more concerted action by governmental agencies and other stakeholders is needed, in order to establish national standards for and financially empower graduate schools in pursuing their doctoral programs.
Current U.S. policy initiatives to improve the U.S. education system, including No Child Left Behind, test-based evaluation of teachers, and the promotion of competition are misguided because they either deny or set to the side a basic body of evidence documenting that students from disadvantaged households on average perform less well in school than those from more advantaged families. Because these policy initiatives do not directly address the educational challenges experienced by disadvantaged students, they have contributed little—and are not likely to contribute much in the future—to raising overall student achievement or to reducing achievement and educational attainment gaps between advantaged and disadvantaged students. Moreover, such policies have the potential to do serious harm. Addressing the educational challenges faced by children from disadvantaged families will require a broader and bolder approach to education policy than the recent efforts to reform schools.
Although narrative inquiry has a long intellectual history both in and out of education, it is increasingly used in studies of educational experience. One theory in educational research holds that humans are storytelling organisms who, individually and socially, lead storied lives. Thus, the study of narrative is the study of the ways humans experience the world. This general concept is refined into the view that education and educational research is the construction and reconstruction of personal and social stories; learners, teachers, and researchers are storytellers and characters in their own and other's stories. In this paper we briefly survey forms of narrative inquiry in educational studies and outline certain criteria, methods, and writing forms, which we describe in terms of beginning the story, living the story, and selecting stories to construct and reconstruct narrative plots. Certain risks, dangers, and abuses possible in narrative studies are discussed. We conclude by describing a two-part research agenda for curriculum and teacher studies flowing from stories of experience and narrative inquiry.
Defines what is meant by the term "local knowledge." Suggests that there are certain assumptions that characterize the term: it is context bound, community specific, and nonsystematic because it is generated through social practice in everyday life. Introduces this special issue of the journal. (Author/VWL)
Scholars such as Kamler and Thompson argue that identity formation has a key role to play in doctoral learning, particularly the process of thesis writing. This article builds on these insights to address other sites in which scholarly identity is performed within doctoral candidature. Drawing on actor‐network theory, the authors examine the role of material things, what Latour calls ‘the missing masses’, in the process of ‘becoming doctor’, with the aim of unpacking the implications of this for doctoral learning and the journey of becoming a researcher or scholar. Through this approach the authors demonstrate that scholarly identity is distributed and comes to be performed through both traditional and non‐traditional sites of learning. The article concludes by addressing the implications of this for efforts to support candidates in the process of becoming researchers.
A serious problem exists in the academic world, namely doctoral education attrition rates that approach 50% in some disciplines. Yet, calls for action have generally been ad hoc rather than theory driven. Further, research has not been conceived and implemented with sufficient breadth to integrate factors influencing the outcomes across the societal/supra‐societal, institutional and departmental/disciplinary contexts. Concurrently, epistemological questions are being directed at the appropriateness of both the content and the process of doctoral programs. In this paper, we propose as a heuristic, an integrative framework of nested contexts to guide both research and action. The framework integrates the range of factors influencing doctoral student experience, so that we can envision responding to this issue in a coherent and effective fashion.
In this chapter we explore the ideas of knowledge and narrative in self-studies. Questions of how narrative self-studies allow
insight into participant knowledge are addressed. Two sets of assumptions guide the exploration: first, a distinction between
teacher knowledge and knowledge for teachers; and, second, a notion of narrative inquiry. We first distinguish between a view
of knowledge as something teachers possess and a view of knowledge as coming from experience and as learned and expressed
in practice. We then distinguish between knowledge as a state of mind and knowledge as a narrative, historical, phenomenon
embedded in a teacher’s actions in classroom studies. Working with these distinctions, we review self-studies of the living
of teacher knowledge in practice. We conceptualize a range of self-studies of teacher knowledge as narrative by imagining
studies positioned along a continuum between the personal and the social. We position studies along a personal-social continuum
with studies emphasizing the personal to studies emphasizing the social. For each study we show why it is a self-study of
narrative teacher knowledge. In the next section we link each of the self-studies to professional knowledge. Finally we outline
what we see as the potential and risks of self-study in narrative teacher knowledge. We argue that self-knowledge is, in the
end, not important but stress that as means it is all important. Self-study is important not for what it shows about the self
but because of its potential to reveal knowledge of the educational landscape.
Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.
Advancement in knowledge development comes from novel perspectives and new visions, not from maintaining the status quo. Doctoral programs are mandated to develop nurse scholar-researchers who contribute to the discipline's body of knowledge. Although it stands to reason that doctoral students who are passionate about their dissertation research are more likely to make innovative contributions, there is little written about passionate scholarship in the nursing literature. This article describes an exploratory inquiry involving two focus groups of self-described passionate dissertation scholars. Underlining the passion, participants called passionate scholarship exciting and risky, personally meaningful and socially relevant life's work.
Narrative analysis in ethnography
- M Cortazzi
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The decrease of percentage of college students from rural areas is a big problem
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