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dc.contributor.authorBurford, J.
dc.contributor.authorMitchell, Cat
dc.date.accessioned2019-11-14T22:27:32Z
dc.date.available2019-11-14T22:27:32Z
dc.date.issued2019
dc.identifier.issn1892-042X
dc.identifier.urihttps://hdl.handle.net/10652/4771
dc.description.abstractThis article argues that the language of ‘diversity’ does multidirectional work – highlighting issues of social justice, as well as obscuring the varied experiences of those gathered underneath its umbrella (Ahmed, 2012). It builds on existing debates about widening participation in higher education, arguing that nuanced accounts of ‘diversity’ and doctoral aspiration are required. We present a duoethnographic text about two doctoral students’ pathways to study. While both students may be positioned as ‘diverse’ within their institution’s equity policy – as a sexuality minority student, and a working-class woman of Māori and European heritage – they reveal dissimilar expectations of what university study was, or could be. These histories of imagining the university shaped their trajectories into and through doctoral study. Drawing on Appadurai’s (2004) work, we argue that aspiration can be a transformative force for ‘diverse’ doctoral students, even if the map that informs aspiration is unevenly distributed. We then investigate why the idea of the ‘academic good life’ might have such aspirational pull for politically-engaged practitioners of minority discourse (Chuh, 2013). The article makes two primary contributions. First, we call for more multifaceted understandings of doctoral ‘diversity’, and for further reflection about the ways that social difference continues to shape academic aspiration. And second, we demonstrate the potential for duothenography to provide insights into the experiences of ourselves and an-Other through a shared examination of university imaginingsen_NZ
dc.language.isoenen_NZ
dc.publisherHøgskolen i Oslo og Akershusen_NZ
dc.relation.urihttps://journals.hioa.no/index.php/rerm/article/view/3242/3133en_NZ
dc.rights"Reconceptualizing Educational Research Methodology (RERM) is an open-access, net-based, peer reviewed and English-language journal for researchers and practitioners investigating, tracing and theorizing practices, experimenting and exploring a variety of research methodologies"--https://journals.hioa.no/index.php/rerm/abouten_NZ
dc.subjectNew Zealanden_NZ
dc.subjectdoctorate studentsen_NZ
dc.subjectdiversityen_NZ
dc.subjectaspirationen_NZ
dc.subjectdoctoral educationen_NZ
dc.subjectduoethnographyen_NZ
dc.subjectfirst-generation studentsen_NZ
dc.subjectindigenous studentsen_NZ
dc.subjectsexualityen_NZ
dc.subjectsocial classen_NZ
dc.subjectLGBTIQen_NZ
dc.subjectMāori studentsen_NZ
dc.subjectresearch methodologyen_NZ
dc.titleVaried starting points and pathways : a duoethnographic exploration of 'diverse' students' uneven capacities to aspire to doctoral educationen_NZ
dc.typeJournal Articleen_NZ
dc.date.updated2019-11-13T13:30:16Z
dc.rights.holderAuthorsen_NZ
dc.identifier.doidoi:http://158.36.161.173/index.php/rerm/article/view/3242en_NZ
dc.subject.marsden130103 Higher Educationen_NZ
dc.subject.marsden130308 Gender, Sexuality and Educationen_NZ
dc.subject.marsden130310 Māori Education (excl. Early Childhood and Primary Education)en_NZ
dc.identifier.bibliographicCitationBurford, J., & Mitchell, C. (2019). Varied starting points and pathways: A duoethnographic exploration of 'diverse' students' uneven capacities to aspire to doctoral education. Reconceptualizing Educational Research Methodology, 10 (1), 28-44. doi:http://158.36.161.173/index.php/rerm/article/view/3242en_NZ
unitec.publication.spage28en_NZ
unitec.publication.lpage44en_NZ
unitec.publication.volume10en_NZ
unitec.publication.issue1en_NZ
unitec.publication.titleReconceptualizing Educational Research Methodologyen_NZ
unitec.peerreviewedyesen_NZ
unitec.identifier.roms64557en_NZ
dc.subject.tukutukuTuhinga whakapaeen_NZ
dc.subject.tukutukuTakatāpuien_NZ
dc.subject.tukutukuKaupapa rangahauen_NZ
dc.subject.tukutukuKura tuatoruen_NZ
unitec.publication.placeOslo, Norwayen_NZ


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