763
Views
9
CrossRef citations to date
0
Altmetric
Original Articles

Journeying from “I” to “we”: assembling hybrid caring collectives of geography doctoral scholars

, , , , , , , , , , & show all
Pages 80-93 | Received 06 Nov 2016, Accepted 15 May 2017, Published online: 15 Jun 2017

References

  • Aitchison, C., & Guerin, C. (2014). Writing groups for doctoral education and beyond: Innovations in practice and theory. Abingdon: Routledge.
  • Allen, J., Davis, C., Giovinazzi, S., & Hart, D. E. (2014). Geotechnical & flooding reconnaissance of the 2014 March flood event post 2010-2011 Canterbury earthquake sequence, New Zealand ( Report No. GEER035). Geotechnical Extreme Events Reconnaissance Association.
  • Andresen, L. (1999). Supervision revisited: Thoughts on scholarship, pedagogy and postgraduate research. In G. Wisker and S. Sutcliffe (Eds.), Good practice in postgraduate supervision. Paper 106 Birmingham Staff and Educational Development Association.
  • Callon, M., & Rabeharisoa, V. (2003). Research ‘in the wild’ and the shaping of new social identities. Technology in Society, 25, 193–204.10.1016/S0160-791X(03)00021-6
  • Cameron, J. (2015). On experimentation. In K. Gibson, D. B. Rose, & R. Fincher (Eds.), Manifesto for living in the anthropocene (pp. 99–101). Punctum Books.
  • Cameron, J., Manhood, C., & Pomfrett, J. (2011). Bodily learning for a (climate) changing world: Registering differences through performative and collective research. Local Environment, 16, 493–508.10.1080/13549839.2011.573473
  • Cameron, J., Nairn, K., & Higgins, J. (2009). Demystifying academic writing: Reflections on emotions, know-how and academic identity. Journal of Geography in Higher Education, 33, 269–284.10.1080/03098260902734943
  • Conradson, D. (2016). Fostering student mental well-being through supportive learning communities. The Canadian Geographer/Le Géographe canadien, 60, 239–244. doi:10.1111/cag.12276
  • Cupples, J., & Ridley, E. (2008). Towards a heterogeneous environmental responsibility: Sustainability and cycling fundamentalism. Area, 40, 254–264. doi:10.1111/j.1475-4762.2008.00810.x
  • Denholm, C. (2012). Some personal obstacles to completion. In C. Denholm & T. Evans (Eds.), Doctorates downunder: Keys to successful doctoral study in Australia and Aotearoa New Zealand (pp. 122–128). Camberwell: Acer Press.
  • Dombroski, K. (2016a). Hybrid activist collectives: Reframing mothers’ environmental and caring labour. International Journal of Sociology and Social Policy, 36, 629–646.
  • Dombroski, K. (2016b). Seeing diversity, multiplying possibility: My journey from post-feminism to postdevelopment with JK Gibson-Graham. In W. Harcourt (Ed.), The Palgrave handbook of gender and development (pp. 312–328). Basingstoke: Palgrave Macmillan.10.1007/978-1-137-38273-3
  • Gibson-Graham, J. K. (2006). A postcapitalist politics. Minneapolis: University of Minnesota Press.
  • Hayward, B. M. (2013). Rethinking resilience: Reflections on the earthquakes in Christchurch, New Zealand, 2010 and 2011. Ecology and Society, 18, 37.10.5751/ES-05947-180437
  • Hughes, C., & Tight, M. (2013). The metaphors we study by: The doctorate as a journey and/or as work. Higher Education Research & Development, 32, 765–775. doi:10.1080/07294360.2013.777031
  • Johnson, L., Lee, A., & Green, B. (2000). The PhD and the autonomous self: Gender, rationality and postgraduate pedagogy. Studies in Higher Education, 25, 135–147.10.1080/713696141
  • Lawson, V. (2009). Instead of radical geography, how about caring geography? Antipode, 41, 210–213. doi:10.1111/j.1467-8330.2008.00665.x
  • Lee, A. (2008). How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, 33, 267–281. doi:10.1080/03075070802049202
  • Lovitts, B. E., & Nelson, C. (2000). The hidden crisis in graduate education: Attrition from Ph.D. programs. Academe, 86, 44–50.10.2307/40251951
  • Manathunga, C. (2005). Early warning signs in postgraduate research education: A different approach to ensuring timely completions. Teaching in Higher Education, 10, 219–233. doi:10.1080/1356251042000337963
  • Mantai, L. (2017). Feeling like a researcher: Experiences of early doctoral students in Australia. Studies in Higher Education, 42, 636–650. doi:10.1080/03075079.2015.1067603
  • Mantai, L., & Dowling, R. (2015). Supporting the PhD journey: Insights from acknowledgements. International Journal for Researcher Development, 6, 106–121. doi:10.1108/IJRD-03-2015-0007
  • Massey, D. (2005). For space. Los Angeles, CA: Sage.
  • McCallin, A., & Nayar, S. (2012). Postgraduate research supervision: A critical review of current practice. Teaching in Higher Education, 17, 63–74. doi:10.1080/13562517.2011.590979
  • Miller, A. B. (2008). Finish your dissertation once and for all! How to overcome psychological barriers, get results, and move on with your life. Washington, DC: American Psychological Association.
  • Morrow, O., & Dombroski, K. (2015). Enacting a postcapitalist politics through the sites and practices of life’s work. In K. Meehan & K. Strauss (Eds.), Precarious worlds: Contested geographies of social reproduction (pp. 82–98). Athens: University of Georgia Press.
  • Mountz, A., Bonds, A., Mansfield, B., Loyd, J., Hyndman, J., Walton-Roberts, M., … Hamilton, T. (2015). For slow scholarship: A feminist politics of resistance through collective action in the neoliberal university. ACME: An International E-Journal for Critical Geographies, 14, 1235–1259.
  • Nairn, K., Cameron, J., Anakin, M., Juntrasook, A., Wass, R., Sligo, J., & Morrison, C. (2015). Negotiating the challenge of collaborative writing: Learning from one writing group's mutiny. Higher Education Research & Development, 34, 596–608.10.1080/07294360.2014.973383
  • Rose, G. (1993). Feminism and geography: The Limits of geographical knowledge. Minneapolis: University of Minnesota Press.
  • Sepie, A. (2015). Psychosocial wellbeing: Communities, families, youth and children (0-18 years): A literature review and qualitative analysis of psychosocial postdisaster adaptation considerations following the Canterbury sequence of earthquakes and aftershocks. Christchurch: The Collaborative Trust for Research and Training in Youth Health and Development.
  • The Thesis Whisperer. (2014). Please stop telling me to manage my supervisor. Retrieved from http://thesiswhisperer.com/2014/06/25/please-stop-telling-me-to-manage-my-supervisor/
  • Thornley, L., Ball, J., Signal, L., Lawson-Te Aho, K., & Rawson, E. (2015). Building community resilience: Learning from the Canterbury earthquakes. Kōtuitui: New Zealand Journal of Social Sciences Online, 10, 23–35. doi:10.1080/1177083X.2014.934846
  • Walsh, F. (2007). Traumatic loss and major disasters: Strengthening family and community resilience. Family Process, 46, 207–227. doi:10.1111/j.1545-5300.2007.00205.x
  • Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston, MA: Harvard Business Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.