Penumbra: Doctoral support as drama: From the ‘lightside’ to the ‘darkside’. From front of house to trapdoors and recesses

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    Gina Wisker, University of Brighton, StorbritannienGill Robinson, Anglia Ruskin University, Cambridge, UK, Storbritannien
  • Søren Smedegaard Bengtsen
Much international doctoral learning research focuses on personal, institutional and learning support provided by supervisors through dialogues, managed relationships, the ‘nudging’ of robust, conceptual, critical and creative work. Other work focuses on stresses experienced in both supervisor-student relationships and the doctoral journey itself. Some considers formal and informal learning communities supporting students, and roles played by families, friends and others, offering encouragement and sometimes an added stress. However, little has yet been explored, exposed and shared concerning the often unofficial, largely unrecognised range of meaningful others in students’ ‘life-worlds’, variously supporting them through research, writing and editing. Research based in experience and interviews with international doctoral students reveals a wide range of support ( ‘the penumbra’), both university sanctioned (‘lightside’), and less well recognised, often unsanctioned (‘darkside’) opening up concerns about student needs, and the range of support provided, both legitimate and well known, and less legitimate, less well known.
TidsskriftInnovations in Education and Teaching International (Print)
Sider (fra-til)527-538
Antal sider12
StatusUdgivet - 29 dec. 2017


  • Higher education, doctoral education, penumbra, darkness, student learning, Doctoral Supervision

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