Helping Doctoral Students Write

Kamler, Barbara; Thomson, Pat

doi:10.4324/9780203969816

Cited by 189 publications

(63 citation statements)

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“…It has been my experience that the use of witnessing practices brings ethics to the foreground of student research. When the task work of research (Kamler & Thomson, 2006) might obscure the researcher identity work that is also involved in student research, witnessing practices highlight identity work and a researcher's ethical subjectivity, as these illustrations show.…”

Section: Discussionmentioning

confidence: 99%

“…An important ethical question, then, is whether and how counselling researchers might speak ourselves into our texts, witnessing ourselves and others. Working alongside new researchers, I have become increasingly interested in research as identity work (see Kamler & Thomson, 2006). My experience is that witnessing, that makes explicit a researcher's presence in research texts, removes some of the task‐related and ethical angst of becoming a counselling researcher.…”

Section: Lisa Walters: Witnessing Self and Other As Embodied Researchermentioning

confidence: 99%

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Ethics and practices of re‐presentation: Witnessing self and other

Crocket

2014

Couns and Psychother Res

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Context: The challenge of producing ethical representational practices is of critical interest to both practitioner-researchers and research theorists. For practitioners becoming researchers a central ethical question may be how to manage a relational presence in writing their research, in ways that acknowledge participants, the research relationship, and a researcher's own subjectivity. Focus: The article offers examples from practitioner research to illustrate and theorise how researcher subjectivity is managed through the use of witnessing practices as a representational strategy. Witnessing practices Á translated into counselling research from narrative therapy Á offer researchers a strategy to take up a reflexive, relational presence in research reports. Discussion: Researcher witnessing honours the contributions of research participants as well as making visible the shaping effects of the research on a researcher's life. Through witnessing self and other, and thus declaring presence, privilege and partiality, re-presentational ethics are made transparent.

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Section: Discussionmentioning

confidence: 99%

Section: Lisa Walters: Witnessing Self and Other As Embodied Researchermentioning

confidence: 99%

Ethics and practices of re‐presentation: Witnessing self and other

Crocket

2014

Couns and Psychother Res

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“…Kamler and Thomson (2006) use Fairclough's three dimensions of discourse to describe student writing as discursive and social practice. At the centre of the model, the first layer is the text, and the second layer is the process of production and interpretation.…”

Section: Introductionmentioning

confidence: 99%

Mo(ve)ments in the academic supervision relationship: Ethics in practice

Kotzé

2014

Couns and Psychother Res

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Context: The context of the article is a supervisory relationship between an academic supervisor and a student-researcher and an ethic of risk within the research and supervision. Focus: The challenges for supervisor and student, and thus the supervisory relationship, and the strategies to move beyond the ethical dilemmas encountered in the research project, within an ethic of risk, form the focus of the article. Discussion: This article highlights the moments when a student counsellor/ researcher came to an impasse in transcribing and analysing data generated in an auto-ethnography, and the author, the academic supervisor's responses to these difficulties. The use of specific knowledge, skills and strategies in the supervisory relationship opened space for agency and movement within these moments of impasse. Text work and researcher identity work was facilitated through the use of particular listening skills and narrative therapy informed questions.

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“…These considerations are important – a researcher's apparent success influences their personal reputation, their competitiveness for future research grants and awards and, consequently, their career prospects. This sense of success also influences elements of a scholar's identity as represented by their employer – in marketing and profiling – and also personally in how they view themselves as scholars and interact with others (Kamler & Thomson ).…”

mentioning

confidence: 99%

“…Research success is then important – but it is also elusive. Researchers' own scholarly identities are complex fusions of perceived contributions, successes and failures (Kamler & Thomson , Clark & Thompson ). Although central to how individual scholars are represented, perceived, funded and treated, impressions about research success can be both subjective and objective.…”

mentioning

confidence: 99%