ABSTRACT

As three academic researchers resisting the existing recognition order through generative, non-instrumentalizing relationships, we represent a substantive move away from the prevailing developmental model of doctoral student preparation. We highlight the struggle against misrecognition in the academy. Drawing on duoethnographic methods, we explore the nature of doctoral study and effective approaches to mentoring doctoral students as future researchers and university faculty. We contribute to the literature on mentoring non-traditional adult learners in higher education by defining organic mentoring as non-instrumental, relational, and collaborative. Additionally, we extend the use of duoethnography to trioethnography by involving three researchers in dialogic storytelling to illuminate overlapping experiences from different angles. Lastly, we further develop the use of Axel Honneth’s recognition theory by linking it to adult mentoring in doctoral study.

摘要

作为三位学术研究人员通过生成性的、非工具化的关系来抵制现有的认可顺序，我们代表了远离流行的博士生准备发展模式的实质性转变。我们强调了在学院中反对误认的斗争。利用双民族志方法，我们探索了博士研究的本质以及指导博士生作为未来研究人员和大学教师的有效方法。我们通过将有机指导定义为非工具性、关系性和协作性，为高等教育中指导非传统成人学习者的文献做出贡献。此外，我们通过让三位研究人员参与对话讲故事来从不同角度阐明重叠的经验，将双人民族志的使用扩展到三人民族志。最后，