ARTful Design: Disruptions Within the Dissertation in Practice

Authors

  • Peaches Hash Appalachian State University

DOI:

https://doi.org/10.5195/ie.2022.229

Keywords:

practitioner action research, expressive arts, curriculum, poststructuralism, higher education

Abstract

A student within a university’s Ed.D. program is encouraged by her director to narrow her research focus; however, her interests in Curriculum Studies, Arts-Based Educational Research, and Composition Studies led her to design a practitioner action research study examining intersections between the fields. As she collected participants’ data, she experienced poststructural disruptions within all stages of the dissertation process, from designing and collecting data to formatting and identity as a researcher. This narrative, exploratory article showcases how dissertations in practice can follow nonlinear pathways to knowledge when researchers are open to possibilities.

Author Biography

Peaches Hash, Appalachian State University

Dr. Peaches Hash is a lecturer of Rhetoric and Writing Studies within Appalachian State University's Department of English.

References

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Published

2022-01-14

How to Cite

Hash, P. (2022). ARTful Design: Disruptions Within the Dissertation in Practice. Impacting Education: Journal on Transforming Professional Practice, 7(1), 26–31. https://doi.org/10.5195/ie.2022.229

Issue

Vol. 7 No. 1 (2022): Evolution of the Dissertation in Practice

Section

Themed - DiP

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