Taking a break: Doctoral summer schools as transformative pedagogies

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    Abstract

    This chapter focuses on the doctoral summer school as a challenging pedagogy
    for doctoral education, in which the traditional supervisory relationship and the
    disciplinary curriculum are deconstructed through intensive group processes.
    We draw on our experiences as pedagogues at the Roskilde University Graduate
    School in Lifelong Learning which has hosted an international summer school
    for the last ten years. We describe the new learning spaces created and explore
    the democratic group processes and the collaborative action learning involved
    when discipline and stage of study are set to the side in this multi-paradigmatic,
    multi-national context. Despite the wide range of participants in terms of length
    of study, focus and methodological approach, the respite from supervisory
    pedagogies and the careful critiques of multi-national peer ‘opponents’ is often
    transformative in the doctoral students’ research subjectivities and continuing
    journeys.
    Keywords: doctoral summer school; doctoral pedagogy; transformative
    learning.
    OriginalsprogEngelsk
    TitelReshaping Doctoral Programs : Changing Approaches and Pedagogies
    RedaktørerSusan Danby, Alison Lee
    Antal sider14
    Udgivelses stedLondon
    ForlagRoutledge
    Publikationsdato2011
    Sider69-83
    ISBN (Trykt)978-0-415-61813-7, 978-0-415-61812-0
    ISBN (Elektronisk)978-0-203-14278-3
    StatusUdgivet - 2011

    Citer dette

    Lundgaard Andersen, L., & Zukas, M. (2011). Taking a break: Doctoral summer schools as transformative pedagogies. I S. Danby, & A. Lee (red.), Reshaping Doctoral Programs: Changing Approaches and Pedagogies (s. 69-83). Routledge.