Participatory relationships matter: Doctoral students traversing the academy

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dc.contributor.authorVeronica, Mitchell
dc.contributor.authorGredley, Susan
dc.contributor.authorCarette, Lieve
dc.date.accessioned2022-09-12T10:24:05Z
dc.date.available2022-09-12T10:24:05Z
dc.date.issued2022
dc.description.abstractIn 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.en_US
dc.identifier.citationVeronica, M. et al. (2022). Participatory relationships matter: Doctoral students traversing the academy. Qualitative Inquiry. https://doi.org/10.1177/10778004221101591en_US
dc.identifier.issn1552-7565
dc.identifier.urihttps://doi.org/10.1177/10778004221101591
dc.identifier.urihttps://hdl.handle.net/10566/7859
dc.language.isoenen_US
dc.publisherSAGE Publicationsen_US
dc.subjectDoctoral studentsen_US
dc.subjectYouTube webinarsen_US
dc.subjectCovid-19en_US
dc.subjectHigher educationen_US
dc.subjectOnline learningen_US
dc.titleParticipatory relationships matter: Doctoral students traversing the academyen_US
dc.typeArticleen_US

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