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At the crossroad between "scientific excellence" and "practice-relevant science". Epistemic tensions in the Doctoral School.
Högskolan i Borås, Institutionen för Pedagogik.
2012 (engelsk)Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

Disciplines are, and have always been, in dynamic change, and with change come new challenges for educating new generations of researchers into the academic profession. This paper address these challenges by focusing on the latest decade’s regulation of the production of knowledge in contemporary PhD Education, and especially, the organising of Doctoral Schools (or Research Schools, Graduate Schools, etc.) as a more recent initiative to structure the distribution of knowledge into education as well as research. With regard to a sample of Doctoral schools within the field of Educational Science in Sweden (Utbildningsvetenskap) we analyse different ways of organising curriculum knowledge, and discuss what consequences these differences can be said to have for the survival and traditional dynamics of the disciplines within the field.

sted, utgiver, år, opplag, sider
University of Oslo , 2012.
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
URN: urn:nbn:se:hb:diva-6820Lokal ID: 2320/11312OAI: oai:DiVA.org:hb-6820DiVA, id: diva2:887523
Konferanse
Academic Demarcations: Disciplines and Interdisciplinarity. September 13 - 14.
Tilgjengelig fra: 2015-12-22 Laget: 2015-12-22 Sist oppdatert: 2016-11-19bibliografisk kontrollert

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RefereraExporteraLink to record
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