Negotiating Scholarly Identity Through an International Doctoral Workshop: A Cosmopolitan Approach to Doctoral Education

Mu, Guanglun Michael; Zhang, Huajun; Cheng, Wei Wen; Fang, Yangyang; Li, Shuguang; Wang, Xiangxu; Dooley, Karen

doi:10.1177/1028315318810840

Cited by 4 publications

(2 citation statements)

References 32 publications

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“….a profound rhetorical, linguistic, intellectual, emotional, and psychological challenge" (Paré 2019, p. 81), and the writing process is central to these challenges (Russell-Pinson & Harris, 2019). Particular issues that doctoral students face in their writing journeys are developing creativity ; see also Thurlow, Chapter 5 this collection), forming an authorial voice (Morton & Storch, 2019), managing emotions and time (Straforini, 2015), negotiating the tension between conventionality and innovation Weatherall, 2019), and making changes to their identity as scholars and writers Mu et al, 2019). The turn to fiction provides a way to confront these issues by creating writing that is humanized and personalized through playful and collaborative engagement as a practice of the exploration of thought.…”

Section: Conclusion: Fiction and The Re-imagined Doctoratementioning

confidence: 99%

Writing a Doctoral Thesis in a Non-Western Voice

Naomi

2021

Re-Imagining Doctoral Writing

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It has been a privilege to work on this edited collection despite the fact that much of the work has taken place during a pandemic when, for many of us, our lives have been turned inside out. The series editors Terry Zawacki, Joan Mullin, Magnus Gustafsson, and Federico Navarro have been exceptionally helpful, as has been founding editor and publisher Mike Palmquist. Terry, in particular, has guided us with gentle encouragement and thoughtful suggestions throughout the process. We also thank the contributors for their work on chapters and for their collegial approach to this project. It has been a pleasure to work with you all, and we look forward to many years of collaborations in the future. We would also like to thank all the readers who read earlier drafts of pieces of this collection. We are grateful for your careful work.Cecile: I would like to acknowledge the support from Memorial University for assistance in the preparation of this manuscript and in particular for the Publications Subventions Program grant. I also want to thank my co-editors, Britt and Jamie, for a most enjoyable journey. Our virtual meetings became a highlight for me. I'm also extremely grateful to both of them for carrying the load when I became ill. They conveyed their compassion and care in multiple ways.Britt: As I type this on my phone (with one hand, while feeding my new baby), I am astounded at what can be accomplished when academics come together to care-fully collaborate. As authors and editors, we have been through births, deaths, sickness (hello Covid-19!), health, layoffs, new jobs, as well as dissertation endings (congrats!), beginnings, and somewhere in between. I am grateful to my co-editors who have sustained me in more ways than I could possibly detail. I am grateful to the authors, who gracefully took on rounds of editing and review in order to push this piece further. I am grateful to the Algonquin Nation whose territory includes the Ottawa River watershed, which nurtures and sustains my life and the lives of my kin. Finally, I am grateful to my human, Sean Botti, whose countless hours of visible and invisible labour has contributed to making this project a reality.Jamie: I am grateful to so many people who have been a part of bringing this collection together. I would like to thank my co-editors, Britt and Cecile, for their rigour, generosity, and care. The fact that we have edited this book from different corners of the world has frequently opened up interesting juxtapositions in time and season and in terms of how we think about doctoral education and writing. I am grateful to chapter authors for working with us RE-IMAGINING DOCTORAL WRITING

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Section: Conclusion: Fiction and The Re-imagined Doctoratementioning

confidence: 99%

Writing a Doctoral Thesis in a Non-Western Voice

Naomi

2021

Re-Imagining Doctoral Writing

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“…exploration into our experiences of and reflections on language use in the IDRS was important for two key reasons. First, this was the primary year in which participants from the U of C were invited to join the IDRS, which previously had existed as a collaboration between BNU and QUT (Mu, Zhang, Cheng, Fang, Li, Wang & Dooley, 2019). As such, we approached this experience with curiosity, novelty, uncertainty, and few preconceived notions of what the IDRS ought to look like.…”

Section: Anmentioning

confidence: 99%

The Privileging of English Language Use in Academia: Critical Reflections from an International Doctoral Seminar

Woodend¹,

Fedoruk²,

Beek³

et al. 2019

ETiE

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In this article, we, a Canadian team of doctoral researchers, reflected on our journey during an International Doctoral Research Seminar held in Beijing in 2015. As five doctoral students and two academics, we met with our doctoral colleagues from academic institutions in Brisbane (Australia) and Beijing (China). Although we did not discuss or negotiate which language we would be using in China, we were confronted with our assumption that English would be used, and that some the participants had a lower level of English competency than expected. It was apparent that this assumption of English language use privileged some (i.e., Canadian and Australian teams) while disadvantaging others (i.e., Chinese team). This confrontation brought up questions and concerns about equity in participation. As a result, this article chronicles the Canadian team reflecting on the International Doctoral Research Seminar including our privilege of using English, and coming to the position of wanting to create a more inclusive space for all participants to engage equitably in this international collaboration. As such, our reflections in this article focused on the domination of English as a lingua franca in academic spaces, in addition to how we decided to facilitate a transcultural space for all participants to be included.

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Refining the narrative: An autoethnographic insight into academic identity construction and development in a Chinese doctoral student's journey in the United States

2024

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Negotiating Scholarly Identity Through an International Doctoral Workshop: A Cosmopolitan Approach to Doctoral Education

Cited by 4 publications

References 32 publications

Writing a Doctoral Thesis in a Non-Western Voice

Writing a Doctoral Thesis in a Non-Western Voice

The Privileging of English Language Use in Academia: Critical Reflections from an International Doctoral Seminar

Refining the narrative: An autoethnographic insight into academic identity construction and development in a Chinese doctoral student's journey in the United States

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