Abstract

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 [2], 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