The idea of approaching a doctoral thesis as a text with overarching literary features such as an extended metaphor is a relatively new concept in academia. However, recent dissertation papers, including my own, have attempted to do this, using popular children stories to provide a framework for analysing particular types of data. This paper explores the advantages of using an extended metaphor in this way, as well as any inherent limitations.
The case for the use of metaphors in academic writing is represented by Kelly (2011) who, drawing on the work of Bump (1985), argues that drawing together elements from different domains allows for “‘both/and’ thinking and interdisciplinary thought” (Bump, 1985, p. 445). Kelly (2011) suggests that the strength of such an approach lies in its ability to make “conceptual links” for the reader: “Metaphor has the potential to enhance textual sociability and actively bring meanings and foster associations from ‘outside’ the immediate context of the research project” (p. 432). Coming from a more literacy perspective, Zhao (2009) sees the use of metaphor as a powerful conceptual tool, helping to simplify abstract ideas and suggests that “figurative thought is at the heart of meaning-making processes” (p. 121). Aligned with this is Jones (2013), who sees metaphor as an important tool in educational research to “illustrate or explain a concept in a way that will communicate effectively to the intended audience” (p. 2). From a different perspective, Watson (2015) suggests that the use of humour in research, arising from the use of metaphor, can provide a way to “re-see” the world and “delight and spark the sociological imagination” (p. 418).
This paper reviews how metaphor has been effectively used in doctoral writing, drawing on dissertation and published papers, including the presenter’s own doctoral thesis. The examples are drawn from Europe, the British Isles and Australia.