Caring in academia: Exploring the role of values-led practice and research within the doctoral student experience
In this paper, four American doctoral students and their mentor explore their experiences with Delong’s notion of a ‘culture of inquiry.’ They begin learning experientially to create their living-educational-theories, aiming to improve how they navigate the role of values within their individua...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Educational Journal of Living Theories
2024-07-01
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| Series: | Educational Journal of Living Theories |
| Online Access: | https://web-cdn.org/s/1445/file/node/17-2.pdf |
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| Summary: | In this paper, four American doctoral students and their mentor
explore their experiences with Delong’s notion of a ‘culture of
inquiry.’ They begin learning experientially to create their
living-educational-theories, aiming to improve how they
navigate the role of values within their individual practice and
research. The doctoral students are experienced professional
practitioners in Education with backgrounds in practitioner
research. Their mentor, also a professional practitioner in
Education, developed her knowledge, understanding, and
practice of Living Educational Theory Research over years of
mentorship. This account details their activities and research
across five sessions held during the first half of the academic
year. The intention of publishing their account is to inspire a
new generation of doctoral students and mentors to enhance
their accountability as professional practitioners, living
according to their values by experientially developing their
knowledge, understanding, and practice of Living Educational
Theory Research together. They include videos, transcripts, and
individual reflections to exemplify their concept of ‘caring in
academia’ and demonstrate the evolution of their learning as
they discover and research their individual, embodied
meanings of the ontological value of 'care,' which they each use
as an explanatory principle in their explanations of their
educational influence on their students' learning. |
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| ISSN: | 2009-1788 |