Re-Imagining Doctoral Writing

＂Re-imagining Doctoral Writing explores doctoral writing within a context where doctoral education is undergoing enormous transformation. Despite the importance attributed to doctoral writing for developing scholars, we have a limited understanding of the extent to which conceptualizations of doctoral writing are shared or contested, how ideas of doctoral writing have shifted over time, or where imaginings of the future of doctoral writing might take us. Drawing on historical studies that show how understandings of doctoral writing and doctoral writers have changed over time-as well as considering how doctoral writing has changed as we have moved into the 21st century-the contributors to this volume pursue these areas and explore what might happen if we begin thinking about doctoral writing without imagining a vast absence in front of us. By proceeding from a place in which doctoral writing is seen as a rich and increasingly deep area of scholarship, this book offers tools and approaches that expand and enliven conceptions of what doctoral writing might become and how it might be researched＂--

Cecile Badenhorst is a Professor in the Adult Education/Post-Secondary program in the Faculty of Education at Memorial University, Newfoundland, Canada. She teaches courses in the post-secondary undergraduate and graduate programs on university teaching and learning, as well as courses in the faculty’s doctoral program. As a researcher, she has conducted research and published in the areas of doctoral education, doctoral writing, graduate writing, thesis/publication writing pedagogies, academic literacies and faculty writing. She has a YouTube channel on writing for Masters and doctoral students. She has also written three books in the area of graduate student writing: Research Writing, Dissertation Writing and Productive Writing. She is a coeditor of Research Literacies and Writing Pedagogies for Masters and Doctoral Writers. In 2018, she co-edited with, Brittany Amell, a special issue of the Canadian Journal for Studies in Discourse and Writing/Rédactologie on play, visual strategies & innovative approaches to graduate writing.

Brittany Amell is a doctoral candidate at Carleton University in the School of Linguistics and Applied Language Studies. She teaches, mentors, and coaches others on the research, theory, and pedagogy of academic writing. Her Ph.D. research considers the writing that she and other doctoral students do for their degrees and was awarded a Joseph-Armand Bombardier Canada Graduate Scholarship (SSHRC, 2017-2020). In 2018, she coedited with, Cecile Badenhorst, a special issue of the Canadian Journal for Studies in Discourse and Writing/Rédactologie on play, visual strategies & innovative approaches to graduate writing.

James Burford is Lecturer in Research Education and Development in the Graduate Research School, La Trobe University, Melbourne, Australia. James is a critical university studies researcher, and he is particularly interested in space, place, affect, and politics in the academic profession and doctoral education. James’ doctoral thesis received the 2017 NZARE Sutton-Smith Award. James has taught in the areas of comparative education, educational equity, and academic literacies. His recent projects have focused on academic mobilities (both short and longer term), as well as the spatialities of graduate education. With Emily Henderson, James edits Conference Inference, an academic blog on conferences.