Flock around and Find out: Dissertating, Murmurating, and Liberating
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| Title: | Flock around and Find out: Dissertating, Murmurating, and Liberating |
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| Language: | English |
| Authors: | Tynisha N. Worthy (ORCID |
| Source: | Impacting Education: Journal on Transforming Professional Practice. 2025 10(3):94-103. |
| Availability: | University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Doctoral Dissertations, Doctoral Students, Critical Theory, Models, Epistemology, Definitions, Cooperation |
| ISSN: | 2472-5889 |
| Abstract: | Inspired by bell hooks (1994), this dialogic inquiry documents seven scholars' thinking and reflections on dissertations in practice. Our scholarship contributed to the knowledge base in our respective fields by and while embarking on dissertations authentic to us. We rooted in the literature, interrogated issues, collected data, and shared our findings; we just happened to do it through a podcast, song breaks, collaboration, sisterhood, multi-color writing, and non-linear and unique presentations. We didn't defend 'alternative' dissertations; rather, we argue that ours exemplify what dissertations are meant to be. Identifying dissertations as either traditional or alternative ascribes a set of (ab)normative values to both knowledge and the production of knowledge that should be antithetical to dissertations. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482524 |
| Database: | ERIC |
| Abstract: | Inspired by bell hooks (1994), this dialogic inquiry documents seven scholars' thinking and reflections on dissertations in practice. Our scholarship contributed to the knowledge base in our respective fields by and while embarking on dissertations authentic to us. We rooted in the literature, interrogated issues, collected data, and shared our findings; we just happened to do it through a podcast, song breaks, collaboration, sisterhood, multi-color writing, and non-linear and unique presentations. We didn't defend 'alternative' dissertations; rather, we argue that ours exemplify what dissertations are meant to be. Identifying dissertations as either traditional or alternative ascribes a set of (ab)normative values to both knowledge and the production of knowledge that should be antithetical to dissertations. |
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| ISSN: | 2472-5889 |
