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ERIC Number: EJ1035265
Record Type: Journal
Publication Date: 2014
Pages: 11
Abstractor: As Provided
Reference Count: 22
ISSN: ISSN-0307-5079
Beyond Skills: Embodying Writerly Practices through the Doctorate
Barnacle, Robyn; Dall'Alba, Gloria
Studies in Higher Education, v39 n7 p1139-1149 2014
This article explores the features and potential of an embodied, rather than merely skills-based, approach to doctoral writing. The authors' conceptual framework is derived from the phenomenological literature, particularly Heidegger's critique of modern life as permeated by a quest for mastery and control. They address two key questions with respect to this: Firstly, what role might the quest for mastery as achieving command or control play in impeding writing and undermining an embodied writerly practice? Secondly, to what extent might narrow skills-based approaches to writing unwittingly promote the quest for mastery and therefore encourage, rather than diminish, the anxieties that doctoral research writers may feel?
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A