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.
    Original languageEnglish
    Title of host publicationReshaping Doctoral Programs : Changing Approaches and Pedagogies
    EditorsSusan Danby, Alison Lee
    Number of pages14
    Place of PublicationLondon
    PublisherRoutledge
    Publication date2011
    Pages69-83
    ISBN (Print)978-0-415-61813-7, 978-0-415-61812-0
    ISBN (Electronic)978-0-203-14278-3
    Publication statusPublished - 2011

    Keywords

    • doctoral summer school
    • doctoral pedagogy
    • transformative learning

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