Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

The Failure of Dissertation Advice Books: Toward Alternative Pedagogies for Doctoral Writing

The Failure of Dissertation Advice Books: Toward Alternative Pedagogies for Doctoral Writing Anxious doctoral researchers can now call on a proliferation of advice books telling them how to produce their dissertations. This article analyzes some characteristics of this self-help genre, including the ways it produces an expert–novice relationship with readers, reduces dissertation writing to a series of linear steps, reveals hidden rules, and asserts a mix of certainty and fear to position readers “correctly.” The authors argue for a more complex view of doctoral writing both as text work/identity work and as a discursive social practice. They reject transmission pedagogies that normalize the power-saturated relations of protégé and master and point to alternate pedagogical approaches that position doctoral researchers as colleagues engaged in a shared, unequal, and changing practice. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Educational Researcher SAGE

The Failure of Dissertation Advice Books: Toward Alternative Pedagogies for Doctoral Writing

Educational Researcher , Volume 37 (8): 8 – Nov 1, 2008

Loading next page...
 
/lp/sage/the-failure-of-dissertation-advice-books-toward-alternative-pedagogies-x0YCAOx9Ee

References (65)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0013-189X
eISSN
1935-102X
DOI
10.3102/0013189X08327390
Publisher site
See Article on Publisher Site

Abstract

Anxious doctoral researchers can now call on a proliferation of advice books telling them how to produce their dissertations. This article analyzes some characteristics of this self-help genre, including the ways it produces an expert–novice relationship with readers, reduces dissertation writing to a series of linear steps, reveals hidden rules, and asserts a mix of certainty and fear to position readers “correctly.” The authors argue for a more complex view of doctoral writing both as text work/identity work and as a discursive social practice. They reject transmission pedagogies that normalize the power-saturated relations of protégé and master and point to alternate pedagogical approaches that position doctoral researchers as colleagues engaged in a shared, unequal, and changing practice.

Journal

Educational ResearcherSAGE

Published: Nov 1, 2008

There are no references for this article.