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Wayfarersʼ tales : reflecting on the doctoral journey

Schulz, Christine, Ryan, Cheryl Maree and Angwin, Jennifer 2011, Wayfarersʼ tales : reflecting on the doctoral journey, in AARE 2011 : The proceedings of the 2011 AARE International Research in Education Conference : Researching Acrossa Boundaries, Australian Association for Research in Education, [Hobart, Tas.], pp. 1-15.

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Title Wayfarersʼ tales : reflecting on the doctoral journey
Author(s) Schulz, Christine
Ryan, Cheryl Maree
Angwin, Jennifer
Conference name Australian Association for Research in Education International Education Research Conference (2011 : Hobart, Tasmania)
Conference location Hobart, Tas.
Conference dates 27 Nov. - 1 Dec. 2011
Title of proceedings AARE 2011 : The proceedings of the 2011 AARE International Research in Education Conference : Researching Acrossa Boundaries
Editor(s) [Unknown]
Publication date 2011
Conference series Australian Association for Research in Education International Education Research Conference
Start page 1
End page 15
Total pages 15
Publisher Australian Association for Research in Education
Place of publication [Hobart, Tas.]
Keyword(s) doctoral research and pedagogy
reflective practice
communities of practice
Summary This paper provides a temporal snapshot of two midterm PhD candidates as they both grapple with paradigms and methodology, research questions, external challenges within the research field, locating their voices as doctoral students, and maintaining energy and focus to continue their doctoral journey. These two candidates, one of whom is interstate, share the same supervisor and have come to know each other through telephone reading groups, email communications, and face-to-face meetings with their supervisor, and attending conferences and other collegial opportunities. The catalyst for this paper was a reading group discussion of a paper by Pirrie and Macleod (2010, p. 367) applying the descriptors of ʻjourneyman, wayfarer, fellow traveller or craftsmanʼ to the conceptualisation of the identities of researchers at temporal moments in the research process. We were also inspired by Kamler and Thomsonʼs (2001) paper where they respond to each otherʼs emails in a conversation formulating ideas and perspectives about ʻwriting upʼ research. Additionally, we have considered the work of Ryan, Amorim and Kusch (2010) and Lindsay, Kell, Ouellette and Westall (2010). We have linked their work on reflective learning to our experience of reflecting ʻaloudʼ in a supportive learning community and our subsequent individual reflexive learning. At the heart of our reflections is a relationship between supervisor (Jennifer) and doctoral candidates (Christine and Cheryl); the relationship is a fluid community of practice (Wenger, 1998). A community of practice that depends not so much on direction from the supervisor, but rather as a space where concepts and ideas can be spoken aloud in a safe, critical and supportive environment. Members are able to listen, both to themselves and to each other, before reflecting and finding their own way. At other times each juggles their own professional and personal identities as they become teacher, journeyman, fellow traveller and recalcitrant.
Notes Reproduced with the kind permission of the copyright owner.
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 939999 Education and Training not elsewhere classified
HERDC Research category E1 Full written paper - refereed
HERDC collection year 2011
Copyright notice ©2011, AARE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30043320

Document type: Conference Paper
Collections: School of Education
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