Supervisors Watching Supervisors: The Deconstructive Possibilities and Tensions of Team Supervision

Autor/in	Manathunga, Catherine
Titel	Supervisors Watching Supervisors: The Deconstructive Possibilities and Tensions of Team Supervision
Quelle	In: Australian Universities' Review, 54 (2012) 1, S.29-37 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0818-8068
Schlagwörter	Foreign Countries; Graduate Students; Graduate Study; Supervision; Teaching Methods; Teamwork; Power Structure; Interprofessional Relationship; Peer Relationship; Self Management; Humanities; Social Sciences; Gender Issues; Doctoral Programs; Supervisory Methods; Supervisor Supervisee Relationship; Faculty Advisers; Graduate School Faculty; Faculty Workload; Student Research; Educational Philosophy; Educational Practices; Teacher Student Relationship; Interviews; Discourse Analysis; Australia + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Peer-Beziehungen; Selbstmanagement; Geisteswissenschaften; Humanwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Geschlechterfrage; Doktorandenprogramm; Studentenforschung; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Teacher student relationships; Lehrer-Schüler-Beziehung; Interviewing; Interviewtechnik; Diskursanalyse; Australien
Abstract	Many universities have introduced team supervision as a means of intervening in the intensity of the traditional supervisor-student dyad. This policy is intended to provide students with a great support during their candidature and to share the burden of sole supervision. It is also a pedagogy that seeks to support students' engagement with new knowledges that cross institutional and epistemic boundaries. However, few researchers have studied the effects of team supervision on doctoral pedagogical practices and on the already complicated fields of power circulating in supervision. This paper focuses on one particular aspect of the operations of power within team supervision--the issue of how power circulates between supervisors. Drawing on Foucault's notions of governmentality, technologies of self and surveillance, I seek to track supervisors' self-regulation and peer-regulation when they co-supervise doctoral students with one or more colleagues. I conclude by arguing that the need for more post structural research into supervision pedagogy remains just as urgent as it was when Green and Lee first made their call for theorising postgraduate pedagogy in 1995. (Contains 1 table and 5 endnotes.) (As Provided).
Anmerkungen	National Tertiary Education Union. PO Box 1323, South Melbourne 3205, Australia. Tel: +61-3-92541910; Fax: +61-3-92541915; e-mail: editor@aur.org.au; Web site: http://www.aur.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10