Becoming a Scholar: Cross-Cultural Reflections on Identity and Agency in an Education Doctorate
University College London, 2021
Paper: 978-1-78735-767-9 | Cloth: 978-1-78735-768-6
Paper: 978-1-78735-767-9 | Cloth: 978-1-78735-768-6
ABOUT THIS BOOK | AUTHOR BIOGRAPHY | REVIEWS | TOC
ABOUT THIS BOOK
A window into the lives of nine non-traditional doctoral students and their journeys to become scholars.
This book provides a window into the lives of nine non-traditional doctoral students. As mature, part-time, international students enrolled in a professional doctorate program, the students reflect on the transformation process of becoming scholars, as their narratives provide breadth and depth to themes that represent a diverse cross-section of cultures, identities, and communities. The volume brings the “human face” behind the doctoral journey to the forefront, as the narratives draw much-needed attention to the personal journey that inevitably parallels and intersects with the academic journey. Although the narratives are drawn from a professional doctor-in-education program based in the United Kingdom, the struggles will resonate with a much wider range of doctoral students and academics, sparking lively discussion, debate, and reflection. A must-read for students preparing to embark on the doctoral journey, this book will be essential reading for leaders of doctoral programs who wish to equip students with important knowledge about the challenges ahead.
This book provides a window into the lives of nine non-traditional doctoral students. As mature, part-time, international students enrolled in a professional doctorate program, the students reflect on the transformation process of becoming scholars, as their narratives provide breadth and depth to themes that represent a diverse cross-section of cultures, identities, and communities. The volume brings the “human face” behind the doctoral journey to the forefront, as the narratives draw much-needed attention to the personal journey that inevitably parallels and intersects with the academic journey. Although the narratives are drawn from a professional doctor-in-education program based in the United Kingdom, the struggles will resonate with a much wider range of doctoral students and academics, sparking lively discussion, debate, and reflection. A must-read for students preparing to embark on the doctoral journey, this book will be essential reading for leaders of doctoral programs who wish to equip students with important knowledge about the challenges ahead.
