2012
DOI: 10.1080/03075079.2010.537320
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Bodies in narratives of doctoral students' learning and experience

Abstract: Existing research on doctoral education documents levels of satisfaction, the difficulties students face and variations according to demographic variables. Cognitive dimensions of learning are emphasised, and calls to attend to bodies in doctoral education remain largely unheeded. This article draws on theoretical work that rejects Cartesian mind/body opposition, asking 'in what ways do doctoral students' bodies matter?' Thirty-three students were interviewed, and through analysis four themes identified: being… Show more

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Cited by 46 publications
(40 citation statements)
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References 23 publications
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“…The material and social surroundings of the student has an impact on their experience of study, and is strongly linked to bodily routines and activities (Hopwood and Paulson 2012). Recognition of the importance of embodiment in learning has gained ground in the learning of skills (O'Connor 2007) and arts and sports (Bresler 2013).…”
Section: Introductionmentioning
confidence: 99%
“…The material and social surroundings of the student has an impact on their experience of study, and is strongly linked to bodily routines and activities (Hopwood and Paulson 2012). Recognition of the importance of embodiment in learning has gained ground in the learning of skills (O'Connor 2007) and arts and sports (Bresler 2013).…”
Section: Introductionmentioning
confidence: 99%
“…Other methods included questionnaires [7,10,27,41], focus groups [13,41], workshops [41], letters [36], supervisory dialogues [41] and logs [12,17]. In Jazvac-Martek et al [17] research, data were collected through multiple methods: in situ progress logs (both openended and multiple-choice items) collected from PhD students monthly over a two-and-a-half year period, recorded discussions between students and supervisors, electronic surveys, interviews and focus groups.…”
Section: Approaches and Methodsmentioning
confidence: 99%
“…Rather than their supervisors' points of view of the PhD journey, the students' accounts have been foregrounded or the perspectives of both have been included and/or compared [1,7,10,12,13,19,21,26,31,37,41]. It would also appear that there exists little enquiry into the differences in daily events and practices while doing a PhD; thus, a major recommendation across the earlier work is a call for more research into the specific experiences of doctoral students.…”
Section: Contentmentioning
confidence: 99%
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“…Aunque a lo largo de la historia hay una preponderancia por las ideas del cuerpo, desde el siglo XX hay una pluralidad en las concepciones de "cuerpo": cuerpo/ alma, cuerpo/mente, cuerpo/máquina, cuerpo/órgano, cuerpo/objeto, cuerpo/sujeto, cuerpo/persona, entre otros. En este contexto, se encuentran estudios sobre las pedagogías performativas en escenarios escolarizados (PERRY; MEDINA, 2011), pedagogías del cuerpo simbólico (PLANELLA, 2005;EDDY, 2006;GARRETT;WRENCH, 2012;GARCÍA, 2013;GALLO, 2014;CASTRO, 2014); pedagogías y experiencias corporales HUNTLY, 2013;JONES, 2013;BENZER, 2012); pedagogías del cuerpo en procesos de enseñanza y aprendizaje PENNEY, 2013;HOPWOOD;PAULSON, 2012;PROBYN, 2004;HUGHES-DECATUR, 2011) y pedagogía de las afecciones (FARINA, 2013) que problematizan la educación técnica del cuerpo, el cuerpo-frankestein, discuten con el disciplinamiento de los cuerpos, ponen el cuerpo como categoría perceptiva, se ocupan de lo sensible, de prácticas corporales estéticas, de experiencias que tienen su sustrato en la propia corporalidad, se pone el cuerpo en el lugar del aprendizaje y se lo constituye en una instancia fundamental para la educación.…”
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