416753.pdf (21.71 MB)
Doctoral dilemmas: towards a discursive psychology of postgraduate education
thesis
posted on 2011-01-11, 11:27 authored by Steven StanleyThis thesis presents a critical analysis of the dilemmas of doing a PhD in the social
sciences from the perspective of discursive psychology. It aims to contribute to
qualitative studies of higher education, especially work in the sociology of education
on social science doctoral research and training, and discourse analytic work on the
dilemmas of education. It argues that there is a crucial bias in the literature on
doctoral study. Much of the theory and research on doing a doctorate has been written
and carried out by doctoral supervisors and established academic researchers, rather
than doctoral students themselves. As a result, researchers have tended to study
supervisor rather than student dilemmas and have left certain gaps in their studies,
including the experiential dimensions of doctoral research, the discursive construction
of postgraduate identities, and the patterns of ideology and power at play in doctoral
student life. The present doctorate on doing a doctorate attempts to fill in these gaps,
and at the same time introduces a distinctive critical, discursive, and reflexive take on
postgraduate education. Detailed discourse analyses are carried out of in-depth semistructured
interviews with PhD students in various psychology and social science
departments in the United Kingdom. The analysis pays attention to the
conversational, rhetorical, and ideological patterning of doctoral postgraduate
discourse. In particular, it concerns the academic identity work done by the
postgraduates, the ways in which they manage particular interactional, selfpresentational,
and ideological dilemmas in their talk, and the different forms of
power that are at play as they carry out their doctorates. In addition, a form of
practical, analytic reflexivity is developed in the thesis, whereby the authors' own
methodological and interviewing practices are analysed, along with text of the thesis
itself. The general argument is that the topic of postgraduate academic identity proves
a good case study for the investigation of some of the hidden dynamics of power, as
well as the use of wider ideological values, in the construction of identities in
contemporary institutional settings.
History
School
- Social Sciences
Department
- Communication, Media, Social and Policy Studies
Publisher
© Steven StanleyPublication date
2004Notes
A Doctoral Thesis. Submitted in partial fulfillment of the requirements for the award of Doctor of Philosophy of Loughborough University.EThOS Persistent ID
uk.bl.ethos.416753Language
- en