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The Interpretivist and The Learner

Journal Article


Abstract


  • Aim/Purpose In the time that we study for our dissertation, our learning takes many turns.

    Sometimes we feel excited, motivated and accomplished, while other times frustrated,

    tired or unsure. This paper presents a poem to illustrate one student’s PhD

    journey through reflection on those fluctuations, milestones and learning moments

    experienced along the way.

    Background Central to the journey presented here is learning about the interpretivist paradigm,

    its approaches, methods and critics. Interpretivism is a qualitative research approach

    which, in many disciplines, continues to be the positivist’s poor cousin.

    Methodology This original paper takes an autoethnographic approach, expressed through poetry.

    Autoethnography uses self-reflection to connect personal experience to

    wider social and cultural understandings and has been seldom applied to investigate

    and uncover the contested and emergent doctoral experience.

    Contribution Little opportunities arise during doctoral studies for the student to pause, reflect

    and communicate new learnings or knowledge without the boundaries of academic

    discursive conventions. In this way, the poetic medium of expression offers

    an original contribution to the field. The poem also illuminates the struggles

    with finding voice, an ontology that resonates, and the place that marks independence

    from others in becoming a researcher.

    Findings Poetry affords ideas and feelings intensity through a distinctive style and rhythm

    of literature. This original poem offers a creative artefact that can be useful for supervisors

    and students at any stage of their dissertation, to ignite conversation on

    the challenges of higher education study.

    Recommendations

    for Practitioners

    This paper invites others to consider their learning journey and discovery of self,

    to reflect on and record the milestones, tensions and catalysts of learning.

    Recommendation

    for Researchers

    It opens doors particularly for those exploring, or wanting to explore, qualitative

    research through an interpretivist paradigm where knowledge is socially or experientially

    co-constructed and the researcher is inseparable to the research.

Publication Date


  • 2018

Citation


  • Dean, B. Amelia. (2018). The Interpretivist and The Learner. International Journal of Doctoral Studies, 13 1-18.

Scopus Eid


  • 2-s2.0-85041375307

Ro Metadata Url


  • http://ro.uow.edu.au/asdpapers/700

Number Of Pages


  • 17

Start Page


  • 1

End Page


  • 18

Volume


  • 13

Place Of Publication


  • United States

Abstract


  • Aim/Purpose In the time that we study for our dissertation, our learning takes many turns.

    Sometimes we feel excited, motivated and accomplished, while other times frustrated,

    tired or unsure. This paper presents a poem to illustrate one student’s PhD

    journey through reflection on those fluctuations, milestones and learning moments

    experienced along the way.

    Background Central to the journey presented here is learning about the interpretivist paradigm,

    its approaches, methods and critics. Interpretivism is a qualitative research approach

    which, in many disciplines, continues to be the positivist’s poor cousin.

    Methodology This original paper takes an autoethnographic approach, expressed through poetry.

    Autoethnography uses self-reflection to connect personal experience to

    wider social and cultural understandings and has been seldom applied to investigate

    and uncover the contested and emergent doctoral experience.

    Contribution Little opportunities arise during doctoral studies for the student to pause, reflect

    and communicate new learnings or knowledge without the boundaries of academic

    discursive conventions. In this way, the poetic medium of expression offers

    an original contribution to the field. The poem also illuminates the struggles

    with finding voice, an ontology that resonates, and the place that marks independence

    from others in becoming a researcher.

    Findings Poetry affords ideas and feelings intensity through a distinctive style and rhythm

    of literature. This original poem offers a creative artefact that can be useful for supervisors

    and students at any stage of their dissertation, to ignite conversation on

    the challenges of higher education study.

    Recommendations

    for Practitioners

    This paper invites others to consider their learning journey and discovery of self,

    to reflect on and record the milestones, tensions and catalysts of learning.

    Recommendation

    for Researchers

    It opens doors particularly for those exploring, or wanting to explore, qualitative

    research through an interpretivist paradigm where knowledge is socially or experientially

    co-constructed and the researcher is inseparable to the research.

Publication Date


  • 2018

Citation


  • Dean, B. Amelia. (2018). The Interpretivist and The Learner. International Journal of Doctoral Studies, 13 1-18.

Scopus Eid


  • 2-s2.0-85041375307

Ro Metadata Url


  • http://ro.uow.edu.au/asdpapers/700

Number Of Pages


  • 17

Start Page


  • 1

End Page


  • 18

Volume


  • 13

Place Of Publication


  • United States