Research on doctoral education has been increasing since the mid-1990s. While some researchers have been more active in being explicit about the theoretical paradigms they are drawing upon, there remains a dominant body of research in this sub-field of higher education that adopts a liberal, realist framing that remains largely unaware of its positivist conceptual framing. This work tends to ignore the issues of power, pedagogy, irrationality and the body. However, this is problematic because it is usually this research that attracts the attention of government and senior university policy makers. This session seeks to chart the theoretical contours of the field of doctoral education and make a case for postcolonial and poststructural theoretical research on doctoral education.
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