Abstract
In this article, I am joined by two academic colleagues to explore my personal narratives and experiences as a doctoral student, and to explicate the challenges and achievements of my pathway into doctoral studies. Positioning itself within the growing field of doctoral research, the article focuses on an exploration of three vignettes which identify important points in my unfolding stories of formation in becoming a doctoral student as an older person. This autoethnographic study draws on Transformative Learning Theory and the critical discourse understandings of Gee to examine my stories of becoming from school-leaver at 15 to doctoral student over four decades later. The study has three implications. First, it is important to recognise and appreciate alternate pathways to doctoral education. Second, that there is a need to better understand the complex formation of doctoral students within an academic research community; especially in regard to those from diverse or challenging backgrounds. Finally, the significance of seeing doctoral education as identity work and work of the soul, built as much on affective experiences and reflexivity as learning to perform and write as an academic, is key.
| Original language | English |
|---|---|
| Pages (from-to) | 602-614 |
| Number of pages | 13 |
| Journal | International Journal of Lifelong Education |
| Volume | 38 |
| Issue number | 6 |
| DOIs | |
| Publication status | Published - 2 Nov 2019 |
Keywords
- Auto-ethnography
- identity formation
- individuation
- lifelong learning
- transformative learning
Cite this
}
From ‘Year 9 dropout’ to doctoral candidate : an autoethnographic journey of becoming (with friends). / Miles, Jennifer Kay; Creely, Edwin; Pruyn, Marc.
In: International Journal of Lifelong Education, Vol. 38, No. 6, 02.11.2019, p. 602-614.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - From ‘Year 9 dropout’ to doctoral candidate
T2 - an autoethnographic journey of becoming (with friends)
AU - Miles, Jennifer Kay
AU - Creely, Edwin
AU - Pruyn, Marc
PY - 2019/11/2
Y1 - 2019/11/2
N2 - In this article, I am joined by two academic colleagues to explore my personal narratives and experiences as a doctoral student, and to explicate the challenges and achievements of my pathway into doctoral studies. Positioning itself within the growing field of doctoral research, the article focuses on an exploration of three vignettes which identify important points in my unfolding stories of formation in becoming a doctoral student as an older person. This autoethnographic study draws on Transformative Learning Theory and the critical discourse understandings of Gee to examine my stories of becoming from school-leaver at 15 to doctoral student over four decades later. The study has three implications. First, it is important to recognise and appreciate alternate pathways to doctoral education. Second, that there is a need to better understand the complex formation of doctoral students within an academic research community; especially in regard to those from diverse or challenging backgrounds. Finally, the significance of seeing doctoral education as identity work and work of the soul, built as much on affective experiences and reflexivity as learning to perform and write as an academic, is key.
AB - In this article, I am joined by two academic colleagues to explore my personal narratives and experiences as a doctoral student, and to explicate the challenges and achievements of my pathway into doctoral studies. Positioning itself within the growing field of doctoral research, the article focuses on an exploration of three vignettes which identify important points in my unfolding stories of formation in becoming a doctoral student as an older person. This autoethnographic study draws on Transformative Learning Theory and the critical discourse understandings of Gee to examine my stories of becoming from school-leaver at 15 to doctoral student over four decades later. The study has three implications. First, it is important to recognise and appreciate alternate pathways to doctoral education. Second, that there is a need to better understand the complex formation of doctoral students within an academic research community; especially in regard to those from diverse or challenging backgrounds. Finally, the significance of seeing doctoral education as identity work and work of the soul, built as much on affective experiences and reflexivity as learning to perform and write as an academic, is key.
KW - Auto-ethnography
KW - identity formation
KW - individuation
KW - lifelong learning
KW - transformative learning
UR - http://www.scopus.com/inward/record.url?scp=85074785629&partnerID=8YFLogxK
U2 - 10.1080/02601370.2019.1678690
DO - 10.1080/02601370.2019.1678690
M3 - Article
VL - 38
SP - 602
EP - 614
JO - International Journal of Lifelong Education
JF - International Journal of Lifelong Education
SN - 0260-1370
IS - 6
ER -