The reflective experience documented in this paper engages with doctoral learning from Freire’s (1968/2000) conceptual lens of naming the world. Written from the narrative lens of the supervisor, it considers how doctoral level studies in education can position both the supervisor and the candidates as agents actively reconstructing their understanding of the world and their place in it. The doctoral journey is viewed as praxis compelling researchers to expand their frames for reading the world, accommodating the other, including multiple voices and thus demonstrating commitment to a global and yet constantly contested notion of citizenship.
"Doctoral Studies as Learning to Rename the World,"
Journal of Multicultural Affairs: Vol. 7:
2, Article 4.
Available at: https://scholarworks.sfasu.edu/jma/vol7/iss2/4
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