Flock Around and Find Out

Dissertating, Murmurating, and Liberating

Authors

DOI:

https://doi.org/10.5195/ie.2025.504

Keywords:

dissertations, knowledge construction, critical theory

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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Published

2025-08-01

How to Cite

Worthy, T. N., Walton, C. L., Tosolt, B., Ritter Rickels, K., Loftis, R., Hilpp, I., & Evans-Phillips, J. (2025). Flock Around and Find Out: Dissertating, Murmurating, and Liberating. Impacting Education: Journal on Transforming Professional Practice, 10(3), 94–103. https://doi.org/10.5195/ie.2025.504

Issue

Vol. 10 No. 3 (2025): The Present and Future of EdD Alternative Dissertations

Section

Themed-The Present and Future of EdD Alternative Dissertations

License

Copyright (c) 2025 Tynisha N. Worthy, Courtney L. Walton, Brandelyn Tosolt, Kayla Ritter Rickels, Rae Loftis, Ike Hilpp, Josie Evans-Phillips

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