Working with and through Neoliberalism: Envisioning Research Supervision as a Pedagogy of Care in a Context of "Privileged Irresponsibility"

Autor/in	Maistry, Suriamurthee
Titel	Working with and through Neoliberalism: Envisioning Research Supervision as a Pedagogy of Care in a Context of "Privileged Irresponsibility"
Quelle	In: Education as Change, 26 (2022), Artikel 11461 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maistry, Suriamurthee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1682-3206
Schlagwörter	Foreign Countries; Educational Practices; Inclusion; Research Universities; Educational Discrimination; Neoliberalism; Supervision; Power Structure; College Faculty; Teacher Responsibility; Caring; Researchers; Doctoral Students; Teacher Student Relationship; South Africa + Suchen Sie Ihr Suchwort? Ausland; Bildungspraxis; Inklusion; Forschungseinrichtung; Neo-liberalism; Neoliberalismus; Fakultät; Lehrverpflichtung; Care; Pflege; Sorge; Betreuung; Researcher; Forscher; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Teacher student relationships; Lehrer-Schüler-Beziehung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The report of the Ministerial Committee on Transformation and Social Cohesion revealed that exclusionary practices are commonplace in South African universities. They remain a compelling factor that contributes to student attrition in Master's and doctoral programmes, and they were a trigger to the #RhodesMustFall movement. Universities, oblivious to their doublespeak, have institutionalised curriculum decolonisation and delivery, yet simultaneously enforce neoliberal performative principles (fast-tracking increased numbers despite different levels of student readiness). The extent to which traditional, hierarchical research supervision models (with their genesis in an asymmetrical master-apprentice power dynamic) have responded to the needs of the euphemistically coined "non-traditional" student is moot. In a context of unprecedented increase in research supervision workloads and pressure to decolonise, there is limited research-informed knowledge as to how research supervisors navigate these contradictory conditions. This article reports on a study informed by a Freirean "pedagogy of care" as it attempts to address this lacuna by exploring the research supervision experiences and practice of a sample of 18 research-active professors in a College of Humanities at a research-led university in South Africa. Data was generated through in-depth interviews and subjected to reflexive thematic analysis. The findings indicate that a deep sense of care exists among the sampled supervisors and it manifests in various ways as supervisors actively work with and through neoliberal protocols. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://unisapressjournals.co.za/index.php/EAC
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01