Theory, theorising and pedagogies of change in an era of (theory) austerity: some themes and issues regarding doctoral researchers‘ identities and practices

Victoria Perselli

Theory, theorising and pedagogies of change in an era of (theory) austerity: some themes and issues regarding doctoral researchers‘ identities and practices

Victoria Perselli

Research output: Contribution to conference › Paper › peer-review

Abstract

This presentation reports on an ongoing investigation into how educational researchers engaged in doctoral studies establish the theoretical underpinning for their research topics, how this emerges during the development of the project itself - for example in relation to ethics, values, epistemology and methodology - and specifically the implications with regard to researcher identities, not least in an era of potential 'theory austerity‘ (Perselli, 2015). Nine case studies, each of which takes place in an inter-professional or intercultural setting, will be compared and contrasted in terms of the issues and dilemmas participants encountered when focussing on this oftentimes slippery element of the research process. They demonstrate how particular forms of theory and theorising may be operationalised to bring about change in diverse learning and teaching contexts, and to what extent these constitute 'pedagogies of change‘ that are of use in and beyond the context of doctoral education (Perselli, 2015).

Original language	English
Publication status	Published - 27 Jun 2015
Externally published	Yes
Event	Oxford Brookes University - EdD Colloquium: National and International Perspectives on Education - Oxford, U.K. Duration: 27 Jun 2015 → 27 Jun 2015

Conference

Conference	Oxford Brookes University - EdD Colloquium: National and International Perspectives on Education
Period	27/06/15 → 27/06/15

Bibliographical note

Impact: This presentation is part of an ongoing strategy to develop my network of doctoral and postdoctoral students, supervisors and examiners engaged in the process of doctoral education, and to extend the reach of extant doctoral studies and their implications/impact beyond graduation. This addresses a perceived lacuna between completion of the doctorate and its wider dissemination/application in practice, and a knowledge gap regarding how candidates achieve their discrete theoretical orientation in the doctorate.

Organising Body: School of Education, Oxford Brookes University

Keywords

English language and literature

Access to Document

Perselli-V-32035Other version, 8.1 MBLicence: Unspecified

Cite this

@conference{2df32e507c604b19bbb88eada9a64fbf,

title = "Theory, theorising and pedagogies of change in an era of (theory) austerity: some themes and issues regarding doctoral researchers{\textquoteleft} identities and practices",

abstract = "This presentation reports on an ongoing investigation into how educational researchers engaged in doctoral studies establish the theoretical underpinning for their research topics, how this emerges during the development of the project itself - for example in relation to ethics, values, epistemology and methodology - and specifically the implications with regard to researcher identities, not least in an era of potential 'theory austerity{\textquoteleft} (Perselli, 2015). Nine case studies, each of which takes place in an inter-professional or intercultural setting, will be compared and contrasted in terms of the issues and dilemmas participants encountered when focussing on this oftentimes slippery element of the research process. They demonstrate how particular forms of theory and theorising may be operationalised to bring about change in diverse learning and teaching contexts, and to what extent these constitute 'pedagogies of change{\textquoteleft} that are of use in and beyond the context of doctoral education (Perselli, 2015).",

keywords = "English language and literature",

author = "Victoria Perselli",

note = "Impact: This presentation is part of an ongoing strategy to develop my network of doctoral and postdoctoral students, supervisors and examiners engaged in the process of doctoral education, and to extend the reach of extant doctoral studies and their implications/impact beyond graduation. This addresses a perceived lacuna between completion of the doctorate and its wider dissemination/application in practice, and a knowledge gap regarding how candidates achieve their discrete theoretical orientation in the doctorate. Organising Body: School of Education, Oxford Brookes University; Oxford Brookes University - EdD Colloquium: National and International Perspectives on Education ; Conference date: 27-06-2015 Through 27-06-2015",

year = "2015",

month = jun,

day = "27",

language = "English",

}

Theory, theorising and pedagogies of change in an era of (theory) austerity: some themes and issues regarding doctoral researchers‘ identities and practices. / Perselli, Victoria.
2015. Paper presented at Oxford Brookes University - EdD Colloquium: National and International Perspectives on Education.

Research output: Contribution to conference › Paper › peer-review

TY - CONF

T1 - Theory, theorising and pedagogies of change in an era of (theory) austerity

T2 - Oxford Brookes University - EdD Colloquium: National and International Perspectives on Education

AU - Perselli, Victoria

N1 - Impact: This presentation is part of an ongoing strategy to develop my network of doctoral and postdoctoral students, supervisors and examiners engaged in the process of doctoral education, and to extend the reach of extant doctoral studies and their implications/impact beyond graduation. This addresses a perceived lacuna between completion of the doctorate and its wider dissemination/application in practice, and a knowledge gap regarding how candidates achieve their discrete theoretical orientation in the doctorate. Organising Body: School of Education, Oxford Brookes University

PY - 2015/6/27

Y1 - 2015/6/27

N2 - This presentation reports on an ongoing investigation into how educational researchers engaged in doctoral studies establish the theoretical underpinning for their research topics, how this emerges during the development of the project itself - for example in relation to ethics, values, epistemology and methodology - and specifically the implications with regard to researcher identities, not least in an era of potential 'theory austerity‘ (Perselli, 2015). Nine case studies, each of which takes place in an inter-professional or intercultural setting, will be compared and contrasted in terms of the issues and dilemmas participants encountered when focussing on this oftentimes slippery element of the research process. They demonstrate how particular forms of theory and theorising may be operationalised to bring about change in diverse learning and teaching contexts, and to what extent these constitute 'pedagogies of change‘ that are of use in and beyond the context of doctoral education (Perselli, 2015).

AB - This presentation reports on an ongoing investigation into how educational researchers engaged in doctoral studies establish the theoretical underpinning for their research topics, how this emerges during the development of the project itself - for example in relation to ethics, values, epistemology and methodology - and specifically the implications with regard to researcher identities, not least in an era of potential 'theory austerity‘ (Perselli, 2015). Nine case studies, each of which takes place in an inter-professional or intercultural setting, will be compared and contrasted in terms of the issues and dilemmas participants encountered when focussing on this oftentimes slippery element of the research process. They demonstrate how particular forms of theory and theorising may be operationalised to bring about change in diverse learning and teaching contexts, and to what extent these constitute 'pedagogies of change‘ that are of use in and beyond the context of doctoral education (Perselli, 2015).

KW - English language and literature

M3 - Paper

Y2 - 27 June 2015 through 27 June 2015

ER -

Theory, theorising and pedagogies of change in an era of (theory) austerity: some themes and issues regarding doctoral researchers‘ identities and practices

Abstract

Conference

Bibliographical note

Keywords

Access to Document

Fingerprint

Cite this