Embodiment, place, and stance: a collaborative exploration of graduate research and mentoring

In this article, we reflect on and examine the experiences of three doctoral students, and their thesis advisor, in discussing how we adjusted our research methods and assumptions to the new conditions of life and society that resulted from the COVID-19 pandemic. We discuss how our understandings of...

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Bibliographic Details
Published in:International studies in sociology of education 2022-04, Vol.31 (1-2), p.148-168
Main Authors: English, Edward, Newman, Jessica S. B., Cox Warner, Aubrie, Williams, Bronwyn T.
Format: Article
Language:English
Subjects:
Adjustment (to Environment)
Advisors
COVID-19
Doctoral Students
Educational psychology
Educational sociology
Educational Strategies
Educational Technology
Embodiment
Faculty Advisers
graduate student research
Graduate students
Mentoring
Mentors
Pandemics
place
Quality of life
Scholarship
stance
Student Experience
Student Research
Technology Uses in Education
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Summary:In this article, we reflect on and examine the experiences of three doctoral students, and their thesis advisor, in discussing how we adjusted our research methods and assumptions to the new conditions of life and society that resulted from the COVID-19 pandemic. We discuss how our understandings of the embodied presence of the researcher, the location of research and writing, and the affordances of digital technologies are becoming more prominent and often rethought as issues of stance. We approach this discussion as co-explorers in charting new conceptions of and strategies toward research, as well as the relationships and mentoring practices between graduate students and their advisor.
ISSN:0962-0214
1747-5066
DOI:10.1080/09620214.2021.1882870