Habitual misrecognition or disjuncture and recognition for digital beliefs in EdD learning? Finding conditions for transformation.

Abstract

This research is focused on uncovering and working with developing researcher’s biographically informed digital technology beliefs on an EdD programme of study within the UK. Polarised beliefs taken into research and practice hide digital equity and social justice issues, and finding ways to address problematic misrecognitions within programme learning provided the main aim for this study. Within a poststructuralist dialectical-relational Critical Discourse Analysis (CDA), participant data collection and analysis is realised across a 4-stage methodological framework. 9 participants participated in unstructured interviewing, and after initial analysis 6 participated in a semi-structured follow up to clear gaps in understanding. Data is thematically analysed via four constructed discursive research objects, where Bourdieu and Bernstein are used for theoretical interpretation. Following this, a blend of theories from Sen and Bourdieu are used to consider how digital development experiences fed into dispositional digital belief orientations. The thematic analysis and theorisation of experience then informed the construction of conditions to address problematic belief misrecognitions during EdD delivery. These are supplemented in the conclusions by a consideration of governance and contemporary curriculum reform, which provides additional areas for possible belief address externally from the programme. With the conditions pointing to possible programme updates to encourage media literate understanding without determining forms of address, it is hoped that the programme team can work with these to bring learners in from polarised extremes and encourage digital belief recognition. It is also hoped that other postgraduate research programmes can draw upon these outcomes to inform their own work. The blended modelling of Sen and Bourdieu contributes to prior theory building in this area, which may be of interest to others considering similar conceptual understandings. Overall, the research conducted here provides a critical technology study contribution to the field of professional education doctorates, which can be considered as lacking research contributions of this nature.