The book brings together for the first time a range of integrated essays produced out of a programme of research and scholarship designed to better understand advanced-level research supervision as pedagogy.
Doctoral Research Supervision, Pedagogy and the PhD questions the traditions of how doctoral work is accomplished, in the context of the changing role of research and universities in contemporary societies. Focused on research supervision and the pedagogies of doctoral work, the book brings together for the first time a range of integrated essays produced out of a programme of research and scholarship designed to better understand advanced-level research supervision as pedagogy. Those original ground-breaking chapters are framed by new work, extending the overall argument, reflecting on the emergence and development of doctoral education research, and evaluating the state of the field today.
This book is of interest to scholars and postgraduate researchers in higher education, postgraduate and doctoral education, supervision and the philosophy and theory of higher education.
Table of Contents:
Part I 1. Supervising the Subject of Knowledge: An Introduction 2. Researching Supervision, Pedagogy, and the PhD in Australia: An Oral History Part II 3. Theorising (Post-)Graduate Pedagogy 4. Pedagogy and Disciplinarity in the "Modern" University 5. "Forged in Fire": Narratives of Trauma in (Post-)Graduate Research Education 6. The PhD and the Autonomous Self: Gender, Rationality, and (Post-)Graduate Pedagogy 7. Educational Research, Disciplinarity, and (Post-)Graduate Pedagogy: On the Subject of Supervision 8. Unfinished Business: Subjectivity and Supervision 9. Supervision as Metaphor: With an Added Postscript Part III 10. Pedagogy and (Ir)rationality in Doctoral Education, or Supervising Subjectivity 11. Subjects and Knowledges: The Future Now for Research Supervision? 12. A Concluding Note
About the Author :
Bill Green (PhD) is Emeritus Professor of Education at Charles Sturt University, NSW, Australia. His work is addressed to curriculum inquiry and literacy studies, with a particular focus on curriculum theory and English teaching. His recent publications include Engaging Curriculum: Bridging the Curriculum Theory and English Education Divide (2018) and he co-edited Curriculum Challenges and Opportunities in a Changing World: Transnational Perspectives in Curriculum Inquiry (2020) and Rethinking L1 Education in a Global Era: Understanding the (Post-)National L1 Subjects in New and Difficult Times (2021).
Catherine Manathunga (PhD) is a Professor of Education Research and historian at the University of the Sunshine Coast, QLD, Australia. She brings an interdisciplinary historical, sociological, and cultural studies perspective to higher education research. She has research projects on First Nations and transcultural doctoral education and the history of universities. Her publications include Intercultural Postgraduate Supervision: Reimagining Time, Place, and Knowledge (2014).
Alison Lee (PhD) was Professor of Education at the University of Technology, Sydney, NSW, Australia. She researched and published extensively in higher and professional education, with a particular focus on doctoral education. Her co-edited books included Reshaping Doctoral Education (2012), Publishing Pedagogies for the Doctorate and Beyond (2010) and Changing Practices of Doctoral Education (2009). She died in 2012.
Review :
"This book reminds us that academic voices with important things to say keep on speaking to us long after their authors have left the scene. Alison Lee’s is one such voice, here combined with those of her close colleagues, Bill Green and Catherine Manathunga, to reinvigorate the ongoing conversation about the meaning of doctoral education and, especially, supervision. Folding together published and new work, this book shows the rich gift of Alison and Bill’s early work to subsequent generations of researchers in the field, myself included. The lines of thought pursued in the book refuse the deadly simplicities of a managerialist reworking of doctoral education currently pervade our institutions and public debates. Instead we are reminded of the marvellous subtleties of a research pedagogy directed towards the emergence of original knowledge and of those capable of making it. An (ir)rational pedagogy with yet-surprising depths for its practitioners and those who research it."
-Barbara M. Grant, University of Auckland, New Zealand
"Otherwise clouded and discursively buried amidst Graduate School management and institutional bureaucracy, this brave and rigorous book revitalizes and rises from the ashes doctoral supervision as pedagogy. The book shows why the relational co-thinking, co-creation, and complicated collegiality between supervisors and students are at the very heart of academic becoming – and why supervision remains the most enduring topical thread within doctoral education research for the last four decades."
-Søren Bengtsen, Aarthus University, Denmark
