Navigating doctoral socialisation in Anthropology

in Learning and Teaching
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Ethnographers have constructed contradicting assertions, and indeed assumptions,

about the nature of learning, how it is best accomplished, and

how students internalise this learning in order to form both individualised

and collective identities. Are the rites of passage, so often described in analyses

of postgraduate socialisation – the oral examinations, the viva voce, the

departmental seminar, or graduation ceremony – the only routes available

for understanding how anthropological culture is inculcated into students?

Is the role of the supervisor as mentor pivotal in the successful completion

of a Ph.D? Or is this more of a master/apprentice relationship? Does this

proc ess maintain its relevance in a globalised field and with instant virtual

access to experts from other institutions anywhere in the world? Such issues

have been of interest to both students and faculty within the anthropology

discipline, in particular, and the social sciences more generally.

Learning and Teaching

The International Journal of Higher Education in the Social Sciences

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