Mapping the Doctoral Journey via Autobiographical Consciousness: Locating Self and Finding Voice in the Academy

JoVictoria Nicholson-Goodman


In this paper, I map elements of self-construction that came into play as I pursued acceptance within the academy as an aspiring scholar. To explore my educational growth as a doctoral student, I weave together autobiography, expressed through anecdotal disclosure and poetic narrative, and social cartography, a research genre for mapping disputatious discursive terrain-in this case what I see as the divergence between the logic of erudition and aesthetic sensibilities, on the one hand, and the struggle between being self- or other-directed, on the other. To conduct this inquiry, I recall and revisit the 'private pole' of my upbringing constructed by disparate parental views of life and learning-the 'early curriculum' and the 'other curriculum' poetically narrated-in contrast to the 'public pole' of the doctoral journey itself. This form of artful inquiry is offered as one possible approach for others who may experience a sense of distancing or disorientation as they pursue acceptance in the academy.

Full Text:


JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

NOTICE: As of December 2008, the Journal of Curriculum Theorizing (Volume 24, Issue 1) and all future issues
are available freely and exclusively online to all individuals and institutions. More Information...

Contributors to the Journal of Curriculum Theorizing retain copyright to their work.

All other content: Copyright © Foundation for Curriculum Theory. All rights reserved.

ISSN: 1942-2563