Making Elusive Research Practices Explicit: The Case of Doctoral Writing
Higher education institutions across the globe are experiencing rapid change as universities expand and diversify. Providing epistemological access to a diversifying student cohort has become a central concern for social justice efforts in higher education, particularly with regards to making elusive academic practices explicit. Doctoral writing is one such practice. Often regarded as a ‘skill’ that students ‘acquire’ during their candidacy through immersion in the field alone , these common-sense understandings often obscure the fact that doctoral writing is a craft that can be explicitly taught and learned.
Published in: Canada International Conference on Education, 2018
- Date of Conference: 25-28 June, 2018
- DOI: 10.2053/CICE.2018.0010
- Electronic ISBN: 978-1-908320-90-2
- Conference Location: University of Toronto Mississauga, Canada