Positioning a Feminist Supervisor in Graduate Supervision

Doing Participatory Action Research and Doing a PhD: Words of Encouragement for Prospective Students

“…However, some authors have suggested that particular difficulties exist for PAR PhD students because the number of academics experienced in PAR and 'capable of guiding a student through a path-breaking PAR dissertation are few, and in some fields nonexistent' (Moore, 2004;Herr & Anderson, 2005, p. 91;Moss, 2009). Furthermore, many universities lack courses providing training and opportunities to practice PAR (Gibbon, 2002).…”

“…PAR is often a time intensive activity (Maguire, 1993;Cameron, 2007;Moss, 2009). There is no way to 'short-circuit' the process of partnership building (Maguire, 1993, p. 176), and researchers must see projects through to their action stage to avoid disappointing participants (Herr & Anderson, 2005).…”

“…The timeframe of a doctoral degree engenders an opportunity to forge connections with the marginalized communities who are often the focus of PAR endeavours. Despite this 'fit', the literature examining PAR from a doctoral student's perspective is sparse (for exceptions see Maguire, 1987Maguire, , 1993Herr & Anderson, 2005) and oftentimes despondent about the potential for PAR and PhDs to coexist (McCormack, 2004;Moore, 2004;Moss, 2009). The wider PAR literature is critical of the modern, neoliberal university sector and frequently portrays the goals of PAR and academia as antithetical (Cancian, 1993;Hubbard, 1996;Moss & Matwychuk, 2000;Levin & Greenwood, 2001).…”

Some rhizomatic recollections of a feminist geographer: working toward an affirmative politics

“…Institutional expectations alongside disciplinary knowledge, whether in universities or research centres, contribute to the acts feminist geographers in academia engage in, in terms of, for example, graduate school, graduate supervision, course delivery, and career paths (Hawkins, Manzi, and Ojeda, forthcoming;McLafferty and Preston 2010;Moss 2009;Nash 2002;Smith and Jeffery 2013). These acts are informed by the parameters universities set as part of neoliberalized mandates that seek maximization of human resources often at the expense of collegial and equitable working environments (Hornosty 2004;Zabrodska et al 2011).…”

Productive tensions—engaging geography students in participatory action research with communities

“…Kindon and Elwood (2009) offer an excellent review of the various traditions in different national and institutional contexts that facilitate such engagements. As they illustrate, drawing PAR into undergraduate teaching and supervision "destabilize[s] traditional hierarchies of researcher/researched and teacher/learner" (Cope, 2009;Elwood, 2007Elwood, , 2009Kindon & Elwood, 2009, p. 20;Moss, 2009;see also Mountz, Moore, & Brown, 2008). In recent years, there have also been similar efforts in other disciplines (Bidart-Novaes, Gil, & Brunstein, 2008;Hofman & Rosing, 2007;McNicoll, 1999).…”