dc.contributor.advisor |
Grant, G |
en |
dc.contributor.advisor |
Kensington-Miller, B |
en |
dc.contributor.author |
Okai, Edward |
en |
dc.date.accessioned |
2018-08-06T22:02:40Z |
en |
dc.date.issued |
2018 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/37612 |
en |
dc.description.abstract |
Drawing on Bourdieu’s theoretical oeuvre, I provide both a theoretical and empirical understanding of the organisation of doctoral education as an institution and a practice oriented towards the production of knowledge and doctoral student training. The theoretical discourse draws on Bourdieu’s concepts of field, habitus, capital, illusio, libido, doxic order, and pedagogic authority to construe the organisation of doctoral education and socialisation at the global and national levels and as oriented by inter- and intra-relationships between social institutions and agents. The empirical section of the study employs habitus, capital, and pedagogical authority as methodological and analytical tools to understand disparate lived experiences of Ghanaian doctoral students. This offers original insight as there is little research connecting a Bourdieu oeuvre to doctoral education and socialisation in an African context. Using interpretive phenomenology as my research design, and interviews as the data collection approach, I contacted and gathered data from 32 doctoral supervisor and supervisee participants who were not in the same supervisory relationship. Analytic induction was used to analyse the data gathered from participants. The theoretical discourse revealed that doctoral education as a social field is characterised by struggle as well as collaborations and partnerships among institutions and social agents. The research revealed that capital is the object that drives the struggle, collaborations, and partnerships that occur in the practice of doctoral education and socialisation. This study argues that doctoral candidates can overcome the doctoral education and socialisation process if they embrace a habitus that is attuned to the dictates, policies, and practices promoted during the doctoral trajectory. The empirical study reveals that through the doctoral socialisation process, doctoral students experience the development of the academic habitus generically and distinctively. The development of the academic habitus involves the acquirement and enhancement of a set of attitudes and skills relevant for surmounting the activities, demands and challenges associated with the doctoral training. The students reported they had distinct access, distribution, and volume of economic, social, and cultural capital needed in the doctoral process. The study revealed that the manifestation of pedagogical authority in the supervisory relationship was mainly skewed towards a domineering style of supervision with little collegial relationship. |
en |
dc.publisher |
ResearchSpace@Auckland |
en |
dc.relation.ispartof |
PhD Thesis - University of Auckland |
en |
dc.relation.isreferencedby |
UoA99265071912302091 |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
A Bourdieusian interpretation of Ghanaian doctoral education, socialisation and disparate student experiences |
en |
dc.type |
Thesis |
en |
thesis.degree.discipline |
Education |
en |
thesis.degree.grantor |
The University of Auckland |
en |
thesis.degree.level |
Doctoral |
en |
thesis.degree.name |
PhD |
en |
dc.rights.holder |
Copyright: The author |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/OpenAccess |
en |
pubs.elements-id |
751062 |
en |
pubs.record-created-at-source-date |
2018-08-07 |
en |
dc.identifier.wikidata |
Q112937753 |
|