This paper discusses theories of postgraduate pedagogy through analysing the narratives and metaphors used to represent relationships between supervisors and candidates. It examines current dominant discourses to ® nd the use of hierarchical models and often combative dynamics based on unequal power relations prevail. Some narratives also replicate oppressive patriarchal and Oedipal family dramas. Using an experiential and feminist methodology, the paper then suggests ways around this familial model. It offers some alternative and creative strategies of representation which could shape new forms of supervisory relationships. With an emphasis on the pleasures, rather than the pain of intellectual knowledge making, such models are suggestive rather than prescriptive, and seek to cater for diverse student backgrounds to make the experience of postgraduate research enjoyable, strengthening and completable.Not much has changed since Bob Connell, over a decade ago, identi® ed postgraduate supervision as one of the`most genuinely complex' and`least discussed' aspects of academic teaching (1985, p. 38). One of the reasons why PhD supervision roles are dif® cult to discuss is the highly¯exible character of one-to-one teaching. It is commonly believed that because each supervisor and candidate develops a distinctly individualised relationship, it is therefore impossible to discuss or theorise the dynamics of such relationships. However, both feminism and post-structuralism have alerted us to the dangers of believing in the myth of`special individuals' operating in a cosy apolitical sphere, especially when those individuals are actually working within powerful institutions whose ideologies intersect, inscribe and determine the paradigms within which individuals operate. As well, those theoretical perspectives have emphasised the importance of language in encoding ideologies, an assumption that underpins our interest in the narratives and metaphors employed to discuss the power dynamics of postgraduate supervisory relationships.As feminist lecturers in literature, we want to re¯ect on our practice of postgraduate supervision and the ways in which it entwines with our feminist methodologies. We also want to re¯ect on the formative relationship we constructed for ourselves as supervisor and student during Alison' s candidature which, as this

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