Building doctoral ecologies and ecological curricula: Sprawling spaces of learning in researcher education

Publikation: Bidrag til bog/antologi/rapport/proceedingBidrag til bog/antologiForskningpeer review

DOI

During the recent years doctoral education has ultimately left its seclusion within the disciplines and become part of national and global policy agendas, claimed to ensure societal welfare and financial growth. As a consequence more resources have been allocated to the formalization and professionalization of doctoral education, with Graduate schools increasing in size and organizational complexity. Paradoxically, we see in contemporary research into doctoral students’ learning experiences that the students do not favour the formalized support systems and supervision, but on the contrary draw most heavily from the support from informal and extra-curricular researcher communities and non-formal support systems even beyond the institution in the private and societal lifeworlds. The chapter describes and analyses such forms of organizational and existential darkness within doctoral education, and discusses how institutions and doctoral programmes could use such sprawling spaces for learning to build doctoral ecologies and to strengthening existentially based pedagogies within doctoral education.
OriginalsprogEngelsk
TitelEcologies for Learning and Practice : Emerging Ideas, Sightings, and Possibilities
RedaktørerRonald Barnett, Norman Jackson
ForlagRoutledge
Udgivelsesårnov. 2019
Sider146-160
Kapitel10
ISBN (trykt)978-1-138-49685-9, 978-1-138-49688-0
ISBN (Elektronisk)78-1-351-02026-8
DOI
StatusUdgivet - nov. 2019

    Forskningsområder

  • Higher education, Doctoral education, Doctoral supervision, Darkness, Informal learning, Doctoral ecology

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