Building a voice of influence: Supporting social science doctoral students with disabilities
AffiliationUniversity of Chester
MetadataShow full item record
AbstractThis chapter draws together experience from two supervisors on the subject of supporting social science doctoral students with disabilities. Our aims here are to illuminate the structural obstacles that students may encounter, and how supervisors might assist their students in navigating the terrain of ‘poor listeners’, unsubstantiated criticism, and views that are expressed that serve to suppress the voice and influence of the doctoral scholar. It is not our intention here to render the doctoral student as a powerless individual whose identity is one of deficit, on the contrary; rather in identifying structural and disciplinary barriers, supervisors, and their students may better prepare from what they may experience.
CitationTaylor, P., & Reeves, A. (in press, expected 2021). Building a voice of influence: Supporting social science doctoral students with disabilities. In R. Twinley & G. Letherby (Eds.). The Doctoral Journey as an Emotional, Embodied, Political Experience: Stories from the Field. Abingdon, United Kingdom: Routledge.
The following license files are associated with this item:
- Creative Commons
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International