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Notes on contributors |
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PART 1 Introduction Why The Doctoral Companions? |
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1 | (26) |
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1 Doctoral education in context The changing nature of the doctorate and doctoral students |
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9 | (18) |
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PART 2 Becoming and being a doctoral student |
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27 | (116) |
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2 Ignorance in educational research How not knowing shapes new knowledge |
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31 | (12) |
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3 When qualitative meets quantitative Conversations about the nature of knowledge |
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43 | (9) |
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4 Interdisciplinarity and transdisciplinarity Diverse purposes of research: theory-oriented, situation-oriented, policy-oriented |
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52 | (16) |
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5 The necessity and violence of theory |
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68 | (8) |
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6 Bringing theory to doctoral research |
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76 | (9) |
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7 Seeking the single thread The Conceptual Quest |
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85 | (11) |
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8 Theory and narrative in the production of knowledge |
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96 | (11) |
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9 Making sense of supervision Deciphering feedback |
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107 | (9) |
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10 Entering the gates of the elect Obtaining the doctorate in education in South Africa |
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116 | (12) |
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11 Weaving the threads of doctoral research journeys |
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128 | (15) |
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PART 3 Coming to terms with research practice |
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143 | (152) |
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12 It's been said before and we'll say it again - research is writing |
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149 | (12) |
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13 Constructing research questions: focus, methodology and theorisation |
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161 | (11) |
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14 Research questions What's worth asking and why? |
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172 | (11) |
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15 `There is no golden key' Overcoming problems with data analysis in qualitative research |
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183 | (17) |
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16 Dealing with data analysis |
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200 | (13) |
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17 Researching with large datasets: learning to think big when small is beautiful |
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213 | (8) |
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221 | (10) |
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19 Argumentation and the doctoral thesis: theory and practice |
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231 | (13) |
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244 | (12) |
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21 `Guilty knowledge' The (im)possibility of ethical security in social science research |
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256 | (14) |
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22 Dangerous reflexivity Rigour, responsibility and reflexivity in qualitative research |
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270 | (13) |
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23 Emotions and being a doctoral student |
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283 | (12) |
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PART 4 Making a contribution to knowledge |
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295 | (108) |
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24 Quality agendas and doctoral work The tacit, the new agendas, the changing contexts |
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299 | (12) |
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25 Generating practitioner knowledge through practitioner action research Moving from local to public knowledge |
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311 | (12) |
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26 Coyote and Raven talk about equivalency of other/ed knowledges in research |
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323 | (12) |
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27 Knowledge in context Whose knowledge and for what context? |
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335 | (9) |
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28 Open access and the ongoing transformation of scholarly publishing A guide for doctoral students |
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344 | (12) |
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29 Inner university, knowledge workers and liminality |
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356 | (12) |
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30 Global students for global education research? |
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368 | (9) |
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31 The impact of research on education policy The relevance for doctoral researchers |
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377 | (13) |
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32 Last words Why doctoral study? |
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390 | (13) |
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Index |
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