ERIC Number: EJ832702
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Reference Count: N/A
Scaling the Ivory Tower: Engaging Emergent Identity as Researcher
Harrison, Richard L.
Canadian Journal of Counselling, v42 n4 p237-248 2008
This article explores a graduate student's process of embracing emergent identity as a researcher in the field of counselling, and how this is facilitated through mentoring relationships. I apply concepts from Winnicott's object relations theory (1958, 1965, 1971) and Lave and Wenger's (1991) sociocultural model of "situated learning" to my own experiences of doctoral studies at the University of British Columbia. Through the use of personal narrative informed by these two theoretical perspectives, the article explores and reflects upon how the relationship between research supervisor and graduate student can contribute significantly to the student's personal and professional development and emerging identity as a researcher and scholar.
Descriptors: Graduate Students, Self Concept, Researchers, Counseling, Mentors, Theories, Foreign Countries, Personal Narratives, Teacher Student Relationship, Student Development
Canadian Counselling Association. 116 Albert Street Suite 702, Ottawa, ON K1P 5G3, Canada. e-mail: firstname.lastname@example.org; Web site: http://cjc-rcc.ucalgary.ca/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Canada