Academic Socialisation of Doctoral Students In Kashmir: Exploring Gendered Entanglements in a Politically Contested Context

ESRC DTP Scholar：S. Arokia玛丽，教育业务主管（S）：博士艾米丽亨德森，副教授，教育研究和博士Khursheed瓦迪亚，副教授，社会学系学术社会化是通过博士生获得“价值观，技能，态度，规范和知识的发展过程在一个特定的社会成员”。现有的文献列出了参与学术活动，学生-教师-同行的互动，支持教师的环境，正式和非正式的指导，合议，学术鼓励学术社会化的决定因素。最近，学者们批评了学术社会化的普遍化、西方导向的线性理论框架，这种框架忽视了个人的性别和特定背景的现实。印度高等学位入学人数的目标增长需要对研究生教育进行研究。然而，在印度和全球南部的博士教育的研究是稀缺的。存在着一个公认的质量提高和背景知情（跨种姓，阶级和性别的交叉点）的博士教育研究的需要。此外，还有关于来自边缘化种姓、性别和宗教少数群体的种姓和性别歧视/骚扰的报告。克什米尔因其独特的历史、人口和政治背景而被选为该地点。政治迫害造成了基础设施的实际破坏、罢工、炮击、宵禁和限制。这也导致了大规模的人才外流。由于学术界与外界隔绝，对学术界的暴力，缺乏学术自由和自主权，以及研究环境的扭曲，质量教育迅速贬值，塑造了博士生的经历和社会化。关于克什米尔（穆斯林占多数的地区）妇女接受高等教育的文献基本上提供了各种百分比、入学趋势、接受高等教育的障碍，并简要列出了社会经济、政治和文化因素以及对所代表的百分比和总数负有责任的政府计划。接受高等教育的妇女在生活现实中的多样性很少得到体现。鉴于这种情况下，首要的研究问题是：什么构成了学术社会化的博士生在克什米尔，印度，以及它是如何性别化？本研究以两所大学为研究对象，采用探索性、纵向、质性的个案研究方法。第一阶段将是与30名参与者进行半结构化访谈，用现有来源和几个关键利益攸关方的投入来证实数据。随后，参与者将被允许写日记（纵向的，半结构化的），以参与他们的日常社会化经验-最后，第二轮半结构化访谈，讨论和发展从日记中获得的见解。因此，该研究将进一步在多个层面上对学术社会化的当代调查。首先，作为全球南方学者对博士教育研究的贡献;其次，为印度高等教育公平的持续政策和机构工作提供研究视角;第三，探索关于博士经验，进展，完成和愿望的学术社会化的性别现实;特别关注印度克什米尔的政治争议和社会保守背景。这项研究将提供本地和全球的适用性，挑战有限的框架同质化穆斯林身份（跨性别，种姓和阶级的交叉点）和文化规范，往往与西方民主价值观和制度发生冲突。

ESRC DTP Scholar: S. Arokia Mary, Education StudiesSupervisor(s): Dr Emily Henderson, Associate Professor, Education Studies and Dr Khursheed Wadia, Associate Professor, Department of SociologyAcademic socialisation is the developmental process through which doctoral students acquire 'values, skills, attitudes, norms and knowledge for membership in a given society '. The existing literature lists participation in scholarly activities, student-faculty-peer interactions, supportive faculty environment, formal and informal mentoring, collegiality, and scholarly encouragement as determinants of academic socialisation. Recently scholars have critiqued academic socialisation's universalising, Western-oriented linear theoretical frameworks, which overlook individuals' gendered and context-specific realities.Targeted growth in enrollment of previously under-represented students in higher degrees in India requires research on graduate education. However, research studies on doctoral education in India and the global south are scarce. There exists a recognised need for quality enhancement and context-informed (across intersections of caste, class and gender) research on doctoral education. Further, caste and gender-based discrimination/ harassment from marginalised castes, gender and religious minorities have been reported. Kashmir has been selected as the site for its unique historical, demographic and political context. Political contestations account for the physical destruction of infrastructure, strikes, shelling, curfews and restrictions. It also led to a large-scale brain drain. Rapid depreciation of quality education due to the isolation of academia from the outside world, violence against academics, lack of academic freedom and autonomy, and distortion of the research environment shape the doctoral experiences and socialisation of students. The literature on women's higher education participation in Kashmir (a Muslim-majority region) essentially provides various percentages, trends in enrolment, barriers to higher education and a concise list of socioeconomic, political and cultural factors and government schemes responsible for the represented percentages and aggregates. The diversity in lived realities of women who access higher education rarely gets captured. Given this context, the overarching research question is: What constitutes academic socialisation of doctoral students in Kashmir, India, and how is it gendered? An exploratory, longitudinal, qualitative case study approach of two universities will be employed. The first phase will be semi-structured interviews with 30 participants, corroborating data with existing sources and inputs from a few key stakeholders. Subsequently, participants will be enabled to keep a diary (longitudinal, semi-structured) to engage with their everyday experiences of socialisation-finally, the second round of semi-structured interviews to discuss and develop insights gained from the diary.Thus, the study will further the contemporary inquiry on academic socialisation at several levels. Firstly, as a contribution to doctoral education research from global south scholars; secondly, contributing a research perspective to ongoing policy and institutional work on higher education equity in India; thirdly, exploring the gendered realities of academic socialisation on doctoral experiences, progress, completion, and aspirations; fourthly specifically focusing on the politically contested and socially conservative context of Kashmir, India. This study will offer local and global applicability, challenging the limited framework of homogenised Muslim identities (across the intersections of gender, caste and class) and cultural norms that often clash with western democratic values and systems.