To publish or not to publish: the doctoral journey and Harry Potter's quest

Antonio, Amy (2013) To publish or not to publish: the doctoral journey and Harry Potter's quest. In: Metaphors for, in and of education research. Cambridge Scholars Publishing, Newcastle Upon Tyne, United Kingdom, pp. 91-103. ISBN 978-1-4438-4398-0

Abstract

In this chapter I will draw on my recent experience as a PhD student and analogise my journey comparatively with Harry Potter's quest for resolution in J.K Rowling's series of the same name. I liken the completion of the PhD journey to Harry's never-ending quest to defeat his nemesis, Voldemort. Throughout this chapter, the destruction of the horcruxes will be used as a metaphor to describe the process of publication throughout the PhD journey. The universal appeal of the Harry Potter novels, and the momentary triumphs Harry experiences as he achieves one goal only to be confronted with the next, helps to explain the process involved in the decision to publish during one's PhD candidature.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: © 2013 by Warren Midgley, Karen Trimmer and Andy Davies and contributors. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. Chapter 6.
Faculty / Department / School: Historic - Australian Digital Futures Institute
Date Deposited: 23 May 2013 04:40
Last Modified: 29 Aug 2016 01:47
Uncontrolled Keywords: PhD; postgraduate research; publishing
Fields of Research : 13 Education > 1301 Education Systems > 130103 Higher Education
19 Studies in Creative Arts and Writing > 1903 Journalism and Professional Writing > 190302 Professional Writing
13 Education > 1399 Other Education > 139999 Education not elsewhere classified
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
URI: http://eprints.usq.edu.au/id/eprint/22891

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