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Flock around and Find out: Dissertating, Murmurating, and Liberating

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Title: Flock around and Find out: Dissertating, Murmurating, and Liberating
Language: English
Authors: Tynisha N. Worthy (ORCID 0000-0003-1969-827X), Courtney L. Walton, Brandelyn Tosolt (ORCID 0000-0003-2670-5167), Kayla Ritter Rickels (ORCID 0009-0000-9554-311X), Rae Loftis (ORCID 0009-0000-6824-4704), Ike Hilpp (ORCID 0009-0005-0197-8507), Josie Evans-Phillips
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
FullText Text:
  Availability: 0
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  Data: <searchLink fieldCode="AR" term="%22Tynisha+N%2E+Worthy%22">Tynisha N. Worthy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1969-827X">0000-0003-1969-827X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Courtney+L%2E+Walton%22">Courtney L. Walton</searchLink><br /><searchLink fieldCode="AR" term="%22Brandelyn+Tosolt%22">Brandelyn Tosolt</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2670-5167">0000-0003-2670-5167</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kayla+Ritter+Rickels%22">Kayla Ritter Rickels</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-9554-311X">0009-0000-9554-311X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rae+Loftis%22">Rae Loftis</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-6824-4704">0009-0000-6824-4704</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ike+Hilpp%22">Ike Hilpp</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-0197-8507">0009-0005-0197-8507</externalLink>)<br /><searchLink fieldCode="AR" term="%22Josie+Evans-Phillips%22">Josie Evans-Phillips</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Impacting+Education%3A+Journal+on+Transforming+Professional+Practice%22"><i>Impacting Education: Journal on Transforming Professional Practice</i></searchLink>. 2025 10(3):94-103.
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  Data: 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
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  Data: 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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      – Text: English
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