In response to the tremendous changes that the contemporary field of curriculum studies has undergone, this article explores the ways in which the faculty and students at Indiana University have reconceptualized the doctoral curriculum studies program during the past decade. We begin with a portrayal of the structural manifestations of our doctoral program and then turn our attention to the way in which this program is currently experienced by at least some of our students. Our purpose here is not to suggest that we have “found the answer,” but rather to invite an interchange with others interested in doctoral education within our program and others in the field of education.
Get full access to this article
View all access options for this article.
References
1.
AndersonB. J., & MiezitisS. (1999). Stress and life satisfaction in mature female graduate students. Initiatives, 59(1), 33–43.
2.
AnsaldoJ. (1998). J602 goal statement reflections paper. Unpublished paper submitted as a course requirement. Available from the author upon request.
3.
AsanteM. K. (1987). The Afrocentric idea.Philadelphia: Temple University Press.
4.
BassR. (1993). Higher education's amateur hour. Liberal Education, 79(2), 26–32.
5.
DelpitL. D. (1995). Other people's children: Cultural conflict in the classroom.New York: New Press.
6.
DiawaraM. (1996). Black British cinema: Spectatorship and identity formation in Territories. In BakerH. A., DiawaraM., and LindeborgR. H. (Eds.), Black British cultural studies: A reader (pp. 293–305). Chicago: University of Chicago Press.
7.
EganJ. M. (1989). Graduate school and the self: A theoretical view of some negative effects of professional socialization. Teaching Sociology, 17(2), 200–217.
8.
FoucaultM. (1972). The archaeology of knowledge.New York: Pantheon Books.
9.
FreireP., & MacedoD. (1987). Literacy: Reading the word and the world.South Hadley, MA: Bergin & Garvey.
10.
FreybergM., & PonarinE. (1993). Resocializing teachers: Effects of graduate programs on teaching assistants. Teaching Sociology, 1(2), 140–147.
11.
GeeJ. P. (1999). An introduction to discourse analysis: Theory and method.London: Routledge.
12.
GubaE. G., & LincolnY. S. (1982). Epistemological and methodological bases for naturalistic inquiry. Educational Communication and Technology, 30(4), 233–252.
13.
KozolJ. (1991). Savage inequalities: Children in America's schools.New York: Crown.
14.
LatherP. (1988, April). Ideology and methodological attitude. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
15.
LatherP. (1995, April). Troubling clarity: The politics of accessible language. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
16.
LemertC. (1999). Social theory: Its uses and pleasures. In LemertC. (Ed.), Social theory and education (pp. 1–20). Boulder, CO: Westview Press.
17.
LewisM., & SimonR. I. (1986). A discourse not intended for her: Learning and teaching within patriarchy. Harvard Educational Review, 56(4), 457–472.
18.
NobleK. A. (1994). Changing doctoral degrees: An international perspective.Buckingham: Society for Research into Higher Education and Open University Press.
19.
NyquistJ. D., ManningL., WulffD. H., AustinA. E., SpragueJ., FraserP. K., WoodfordB., & CalcagnoC. (1999). On the road to becoming a professor. Change, 31(3), 18–28.
20.
PinarW. F., ReynoldsW. M., SlatteryP., & TaubmanP. M. (1995). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses.New York: Peter Lang.
21.
SteinE. L., & WeidmanJ. C. (1989, November). Socialization in graduate school: A conceptual framework. Paper presented at the annual meeting of the Association for the Study of Higher Education, Atlanta.
22.
SullivanT. A. (1991). Making the graduate curriculum explicit. Teaching Sociology, 19(3), 408–413.
23.
TateW. F. I. (1997). Critical race theory and education: History, theory, and implications. In AppleM. (Ed.), Review of Research in Education.Washington, DC: American Educational Research Association.
24.
ThompsonM. E. (1978). Graduate school: Pursuit of truth of delicate hustle? ERIC Clearinghouse on Higher Education, ED 165 586.
25.
ThwingC. F. (1928). The American and the German university.New York: Macmillan.
26.
WeberM. (1905). The spirit of capitalism and the iron cage. In LemertC. (Ed.), Social theory and education (2nd ed., pp. 100–103). Boulder, CO: Westview Press.
