Narrative on a doctoral narrative : reflections on postgraduate study and pedagogy

This paper explores the stages of one student���s intellectual journey through a Doctor of Philosophy program of study in an Australian university. It outlines the theoretical and methodological insights made as she came to understand that data was discourse, entailing a politics and position of power that ran contrary to the aims of the study that the student was undertaking in and on her own community. The article is a reflective narrative produced from the experience of having to come to terms with some of the personal and professional tensions and contradictions that postgraduate study can, and maybe should, engender if it is to be any of real value.

Integrating a sustainable academic career around scholarly learning and teaching activities

To be scholarly in learning and teaching is rigorous academic work. It demands: currency and command of both discipline subject matter and educational theory; inquiring, methodical, and reflective approaches; the collection, evaluation and documentation of evidence of learning and teaching efficacy; and, optimally, entails participation in and communication among a community of teaching professionals. This chapter examines the author���s own practice in this regard to explicate the ���how��� and ���why��� of scholarly and scholarship approaches, as much as the ���what��� and ���where��� of that endeavour. In doing so, this meta���analysis is made ���community property���, in the same way that Shulman (1993: 6) exhorted we ���change the status of teaching from private to community property��� so that teaching might be more greatly valued in the academy.