Participatory relationships matter: Doctoral students traversing the academy
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Date
2022
Journal Title
Journal ISSN
Volume Title
Publisher
SAGE Publications
Abstract
In this article, we take our thoughts for a walk through our three different doctoral journeys and experiences with the Post
Philosophies and the Doing of Inquiry Webinar Series (2020�2021). The webinars presented an example of Slow scholarship,
enabling us to think deeply and differently from others and develop new ideas to take further. The online connections
offered opportunities for extending learning spaces beyond traditional bounded structures. Here we explore the rich
learning gained from each other�s experiences of research, learning, and teaching in different higher education settings and
ways in which these intersected with the webinars during the global COVID-19 pandemic. We contend that the generosity
of senior academics in leadership positions who embraced global networks of communication, connected students with
experts, and learned with and from their students through communal egalitarian spaces has enormous potential to support
students as they traverse often demanding and challenging doctoral journeys.
Description
Keywords
Doctoral students, YouTube webinars, Covid-19, Higher education, Online learning
Citation
Veronica, M. et al. (2022). Participatory relationships matter: Doctoral students traversing the academy. Qualitative Inquiry. https://doi.org/10.1177/10778004221101591