Danaher, Patrick Alan (2008) Writing issues in designing doctoral research: interpretation, representation, legitimation and desiring in investigating the education of Australian show people. International Journal of Pedagogies and Learning, 4 (2). pp. 29-42.
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Abstract
This paper deploys Denzin’s (1994) four 'Writing Issues' as an interrogative lens for evaluating the appropriateness and utility of the design of a recent doctoral study of the educational aspirations and opportunities of Australian mobile show people (Danaher, 2001a). The deployment of that lens highlights a number of dilemmas and tensions that the researcher encountered in writing about a community traditionally subject to exoticisation and marginalisation in ways that were as 'true' as possible to the participants and that also fulfilled the taken-for-granted assumptions about doctoral research. The paper presents the argument that Denzin's 'Writing Issues' constitute one among several potentially useful frameworks for reflecting on the planning and conduct of an educational research project, as well as for navigating the specific challenges and opportunities involved in designing doctoral educational research.
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| Item Type: | Article (Commonwealth Reporting Category C) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Author retains copyright. |
| Faculty / Department / School: | Historic - Faculty of Education |
| Date Deposited: | 06 Mar 2008 23:39 |
| Last Modified: | 02 Jul 2013 22:59 |
| Uncontrolled Keywords: | Australia; doctoral research; educational research; show people; traveller education; writing |
| Fields of Research : | 16 Studies in Human Society > 1608 Sociology > 160809 Sociology of Education 13 Education > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified 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/3919 |
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