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Today I feel stuck. This is dissertation work time, I have a meeting with my advisor in 2 hours and I feel stuck. So I’m going to try writing here.
One of things that I’m struggling with in this kind of writing is that I need to write to figure out what I’m thinking versus “showing what I know”. It’s something that I ask the students in my children’s literature course to do each semester. Some of them really struggle with it – they believe that if they have to write a “paper” and submit it to me (the teacher) that they need to show me what they know. I want for them to use their written responses as a way to figure out what they think and why they think it.
My dissertation needs to be a combination of both, with some stories and references in there for clarity and support. And it is oh-so-hard for me sometimes. I have this notion that I should be showing what I know, that this is in some way going to “prove” that I have earned the label of Ph.D..
I keep feeling this need to defend my work – to defend why I am doing the sort of dissertation that I am (theoretical/humanities) and to defend why it matters. But what I need to do is make the case and then DO the writing – and let that speak for itself. And not everyone will agree with me or even choose to engage with what I’m thinking. But that doesn’t matter. So I’m going to turn off my inner critic now – she needs a nap anyways – and go do some writing…
Dissertation progress update:
- reread feedback on Chapter 2 so I’d know where to start with revisions
- revised 2 paragraphs that needed help and added a new paragraph
- wrote a story to integrate into chapter 2 (or another chapter, not sure yet)
- had a conversation with a friend about part of my framework
About that last one, what exactly IS a theoretical framework anyways?!?! This has been one of the most complex aspects of academic writing for me to wrap my brain around. In the case of my dissertation, the way I’m thinking of it (thanks to my advisor) is as the “lenses” that I’m using to read, view, sift, and filter as I read and write.
One of the lenses is Gareth Matthews‘ Philosophy of Childhood (not the same thing as philosophy for children). What I’ve been talking about and rewriting is the section that explains what exactly it is and why I’m using it in this study. This second part is tricky for me because it is perfectly clear in my head – but doesn’t always come out on paper the same way.
Ultimately Matthews is important for me because my study is focusing on the ways that children’s literature is thought about, studied, and conceptualized across the disciplines of education, library science and english. In my study I use the terms “literacy, libraries, and literature”. Specifically, I want to analyze interdisciplinary ways of thinking about children’s literature as a way to provide a broader way to prepare preservice teachers to think about children’s literature in elementary classrooms.
So why Matthews? He provides a lens that frames children not from a deficit or developmental perspective, but from a “show me what you can do” perspective. This is important because of the implied child reader of children’s literature, as well as because of the assumed (and explicitly taught) developmental perspectives of teacher education.
Dissertation plan for Monday:
- finish revisions on Matthews section
- make plan for revisions on Rancière section (the other half of my framework)