Beyond skills

Embodying Writerly Practices Through the Doctorate

Datos Bibliográficos

ID4097639
AutoresRobyn Barnacle (0000-0002-5277-0918, RMIT University, autor de correspondencia), Gloria Dall’alba (0000-0001-8337-0530, The University of Queensland), Gloria Dall''Alba, Gloria Dall'Alba
Año2014
Volumen39
Número7
Páginas1139-1149
Fecha de publicación2014-08-09
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaStudies in Higher Education (JOURNAL)
Identificadores de la revistaISSN: 0307-5079 • E-ISSN: 1470-174X
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2013.777405
OpenAlexW2005019097
IdiomaEN
Citas recibidas8
Referencias citadas11

This article explores the features and potential of an embodied, rather than merely skills-based, approach to doctoral writing. The authors’ conceptual framework is derived from the phenomenological literature, particularly Heidegger's critique of modern life as permeated by a quest for mastery and control. They address two key questions with respect to this: Firstly, what role might the quest for mastery as achieving command or control play in impeding writing and undermining an embodied writerly practice? Secondly, to what extent might narrow skills-based approaches to writing unwittingly promote the quest for mastery and therefore encourage, rather than diminish, the anxieties that doctoral research writers may feel

Embodied cognition · Engineering ethics · Epistemology · Higher education · Pedagogy · Political science · Sociology · Artistic and Creative Research · Computer Science · Doctoral Education Challenges and Solutions · Engineering · Higher Education Practises and Engagement · Law · Philosophy · Psychology