This article explores the features and potential of an embodied, rather than merely skills-based, approach to doctoral writing. The authors' conceptual framework is derived from the phenomenological literature, particularly Heidegger's critique of modern life as permeated by a quest for mastery and control. They address two key questions with respect to this: Firstly, what role might the quest for mastery as achieving command or control play in impeding writing and undermining an embodied writerly practice? Secondly, to what extent might narrow skills-based approaches to writing unwittingly promote the quest for mastery and therefore encourage, rather than diminish, the anxieties that doctoral research writers may feel?. © 2013 © 2013 Society for Research into Higher Education.
CITATION STYLE
Barnacle, R., & Dall’Alba, G. (2014). Beyond skills: embodying writerly practices through the doctorate. Studies in Higher Education, 39(7), 1139–1149. https://doi.org/10.1080/03075079.2013.777405
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