Theories and Practices
Edited By Diana Trebing and Ahmet Atay
chapter 12 Subversive Spaces, Embodied Places and Mentoring as Onto-Epistemology
In the pursuit of new knowledge, the Ph.D. can be intellectually, physically, and mentally isolating. It is also fraught with tensions and trepidations such as navigating the unknown, imposter syndrome and understanding how to inhabit the academe as a researcher. As a result, the doctoral student experience has started to be explored in recent years. In particular, there has been an increasing focus on the mental health of Ph.D. students (Levecque et al., 2017) in what is acknowledged as a crisis in Ph.D. well-being (Times Higher Education, 2017) along with the benefits of establishing doctoral communities (Parker, 2009; Pilbeam & Denyer, 2009). Although doctoral education has previously been under-theorized and conceptualized (Boud & Lee, 2005) it is increasingly being considered in terms of pedagogy. However, this tends to be limited to Ph.D. supervision (Stracke, 2010) and teaching cohorts of learners through a Researcher Development model, focusing on training research methods and skills as separate to the doctoral experience.
Whilst discussion of mentoring is limited in the context of doctoral education and predominantly focuses on the Ph.D. supervisor as mentor, this chapter reconceptualizes mentoring as an expanded and multidimensional mode of support that has the potential to both enhance the doctoral experience and meet students’ ←225 | 226→doctoral training needs. Specifically, I explore the pedagogical potential of mentoring for Arts, Design and Media Ph.D. students and their associated challenges of attaining ‘doctoralness,’ including negotiating the nuances, complexities and slipperiness of ‘art practice research’ that,...
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