Dangerous Dissertations

The ever-changing educational environment calls for scholars and practitioners alike to trouble the current ways of seeing and doing dissertations and to invite conversations about doing dissertations differently. Alternative dissertations serve as an avenue for this type of critical work. We begin this article by providing an overview of the different dissertation genres and formats in Appalachian State University’s (AppState) EdD program and situating the concept of a dangerous dissertation within the alternative dissertation landscape. We frame the dangerous dissertation as an alternative approach to dissertation inquiry and share our experiences creating and supporting dangerous dissertations. Specifically, we discuss the professional anxieties voiced by students using dissertations as vehicles for critiquing their professional contexts and how faculty mentors can support students grappling with shifting professional identities. We conclude with an urgent call for more dangerous dissertations and guidance for faculty advisors supporting this type of critical work.