Decentered doctoral pedagogy: a co-autoethnography of collaboration and critical, agentive induction

Hyatt, D. and Hayes, S. (2020) Decentered doctoral pedagogy: a co-autoethnography of collaboration and critical, agentive induction. Learner Development Journal, 1 (4). 3. pp. 20-31. ISSN 2433-5401

Abstract

Metadata

Authors/Creators:
  • Hyatt, D.
  • Hayes, S.
Copyright, Publisher and Additional Information: © 2020 The Author(s). Articles are published in the Learner Development Journal under a Creative Commons Attribution License (CC BY), of which CC BY 4.0 is the most recent version. (http://creativecommons.org/licenses/by/4.0) Under this agreement, authors grant users the right to unrestricted dissemination and re-use of the work. They ask only that proper attribution is given to the work.
Keywords: Doctoral pedagogy; power; supervision; repertoire; co-autoethnography
Dates:
  • Accepted: 20 November 2020
  • Published (online): 19 January 2021
  • Published: 19 December 2020
Institution: The University of Sheffield
Academic Units: The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield)
Depositing User: Symplectic Sheffield
Date Deposited: 09 Feb 2021 14:49
Last Modified: 09 Feb 2021 17:05
Published Version: https://ldjournalsite.wordpress.com/issue_four-exp...
Status: Published
Publisher: Learner Development SIG committee
Refereed: Yes
Related URLs:

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