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

ESRC DTP学者：s . Arokia Mary，教育研究导师：Emily Henderson博士，教育研究副教授和Khursheed Wadia博士，社会学系副教授学术社会化是博士生获得“特定社会成员的价值观、技能、态度、规范和知识”的发展过程。现有文献将学术活动的参与、学生-教师-同伴的互动、支持性的教师环境、正式和非正式的指导、同事关系和学术鼓励列为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，以西方为导向的线性理论框架，这些理论框架忽视了个人的性别和特定背景的现实。在印度，有针对性地增加以前未被充分代表的高等学位学生的入学率，需要对研究生教育进行研究。然而，在印度和全球南方，对博士教育的研究很少。人们已经认识到，需要对博士教育进行质量提高和背景信息（跨越种姓、阶级和性别的交叉点）研究。此外，还报告了来自边缘化种姓、性别和宗教少数群体的种姓和基于性别的歧视/骚扰。克什米尔因其独特的历史、人口和政治背景而被选为地点。政治斗争造成了对基础设施的破坏、罢工、炮击、宵禁和限制。这也导致了大规模的人才流失。由于学术界与外界隔绝、针对学者的暴力、缺乏学术自由和自主以及研究环境的扭曲，导致优质教育迅速贬值，这些都影响了博士生的经历和学生的社会化。关于妇女在克什米尔（穆斯林占多数的地区）接受高等教育的情况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，并简要列出了造成所代表百分比和总数的社会经济、政治和文化因素以及政府计划。接受高等教育的女性生活现实的多样性很少被捕捉到。在这种背景下，首要的研究问题是：是什么构成了印度克什米尔博士生的学术社会化，它是如何性别化的？本研究将采用两所大学的探索性、纵向、定性个案研究方法。第一阶段将是与30名参与者进行半结构化访谈，与现有来源和几个关键利益攸关方的投入核实数据。随后，参与者将能够保持日记（纵向，半结构化），以参与他们的日常社交经历-最后，第二轮半结构化访谈，讨论并发展从日记中获得的见解。因此，本研究将在几个层面上进一步推动当代对学术社会化的探究。首先，作为全球南方学者对博士教育研究的贡献；其次，为印度正在进行的高等教育公平政策和制度工作提供研究视角；第三，探讨学术社会化对博士经历、进步、完成和抱负的性别现实；第四，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适用性，挑战同质化的穆斯林身份（跨越性别、种姓和阶级的交叉点）和文化规范的有限框架，这些框架经常与西方民主价值观和制度相冲突。

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.