Writing a PhD Thesis in Counterpoint to its Traditional Map: Writing to and With Theories and Concepts Encountered in the Doing of Doctoral Studies

Authors

Mary Catherine Garland, University of Plymouth

ORCID

• Mary Catherine Garland: 0000-0001-5018-6163

Abstract

This article offers insights into challenges encountered in the landscaping of a doctoral thesis written in counterpoint with its traditional map. The inspiration behind the author’s thesis is a sixteen-year-old withdrawn from an English Further Education college on her first day. Consequently, the thesis troubles seemingly rigid orthodox academic structures and writing conventions, which potentially act as a barrier to learning. Animating the (non)methodological approaches of a PhD thesis written for everyone denied the opportunity of fulfilling their academic potential, this paper engages with speculative and experimental approaches to research, asking not ‘what is’, but ‘what if’.

DOI Link

10.7577/rerm.6277

Publication Date

2025-12-16

Publication Title

Reconceptualizing Educational Research Methodology

Volume

15

Issue

3

Acceptance Date

2025-01-01

Deposit Date

2026-01-26

Recommended Citation

Garland, M. (2025) 'Writing a PhD Thesis in Counterpoint to its Traditional Map: Writing to and With Theories and Concepts Encountered in the Doing of Doctoral Studies', Reconceptualizing Educational Research Methodology, 15(3). Available at: 10.7577/rerm.6277