Completely Whole

Defending Freedom During the Dissertation Process

Authors

DOI:

https://doi.org/10.5195/ie.2025.414

Keywords:

CPED dissertation in practice (DiP), applied dissertation, culturally responsive leadership, critical leadership studies, critical inquiry

Abstract

This article explores the narratives of two doctoral candidates in a curriculum and instruction program, revealing their dissertation experiences after challenging conventional norms in their coursework. Through qualitative analysis, we identify themes of cultural authenticity, power of the academy, and theory vs. practice. These themes underscore the importance of resisting institutional pressures to maintain traditional structures and learning designs, allowing for innovative research processes. The students’ stories emphasize staying true to the transformative nature of their coursework and themselves. We conclude with recommendations for students and professors interested in re-envisioning the dissertation’s purpose and process.

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Published

2025-04-24

How to Cite

DeGennaro, D., Lynch, J., & Stalls, J. (2025). Completely Whole: Defending Freedom During the Dissertation Process . Impacting Education: Journal on Transforming Professional Practice, 10(2), 1–9. https://doi.org/10.5195/ie.2025.414

Issue

Vol. 10 No. 2 (2025): Regular Issue

Section

Research Manuscripts

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Copyright (c) 2025 Donna DeGennaro, Julia Lynch, Jennifer Stalls

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