Walking our talk: Exploring supervision of postgraduate self-study research through metaphor drawing

Pithouse-Morgan, Kathleen; Chisanga, Theresa; Meyiwa, Thenjiwe; Muthukrishna, Nithi; Naicker, Inbanathan; Singh, Lorraine; Laren, Linda van; Harrison, Elizabeth

doi:10.20853/28-2-346

Cited by 14 publications

(10 citation statements)

References 17 publications

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“…Student support during postgraduate supervision can be described as 'travelling' and 'growing' processes that facilitate learning. Facilitation suggests the notion of making an experience easier for someone else (Van Laren et al, 2014). To address the processes in the learning experience, reflective practices could serve as support for developing knowledge and skills.…”

Section: Student Supportmentioning

confidence: 99%

“…Supervision requires a shared responsibility between the supervisor and student, making the supervisorstudent relationship an emotional association. Both the supervisor and student simultaneously lead and learn, and both depend on each other for emotional as well as other support (Van Laren et al, 2014). This sharing of the process highlights the need for a nurturing and protective partnership.…”

Section: Introductionmentioning

confidence: 98%

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Supervision of Post-Graduate Students in Higher Education

Rensburg

Mayers

Roets

2016

TREN

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Knowledge transfer is an inevitable process in higher education where research outputs are largely associated with the production of Masters' and Doctoral graduates. The supervision of postgraduate students at universities is therefore one of the core responsibilities of academics and is considered a measure of academic output. Supervision not only transfers research and related skills, but is also an intensive and interconnected form of educator-student engagement. The role of the supervisor in providing a supportive, constructive and engaged supervision process is important in the development of next generation practitioners who have the correct educational and skills mix to fulfil the future needs of the profession. The underlying principle of student support during supervision is that an experienced supervisor will be able to move through the learning processes with the student as this becomes appropriate. As the student gains competence in the basic skills of conducting research in a particular field of study, he or she will move to a deeper understanding of the nature and reality of that field. Research and, ultimately, high quality supervision of students, plays a pivotal role in the scholarship of discovery and the development of evidence-based practice.

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Section: Student Supportmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%

Supervision of Post-Graduate Students in Higher Education

Rensburg

Mayers

Roets

2016

TREN

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“…This has developed through collective discovery and invention of artsinformed self-study research methodsdrawing on literary, performing, and visual artsand of digital technologies in self-study research, including video making and blogging. TES project research outputs exemplify this co-creativity in the form of published representations of collective self-study research that include drawing (van Laren et al 2014), poetry and video footage of poetic performances (Pithouse-Morgan et al 2015;Chisanga et al 2014), play scripts and dramaturgical analysis (Meskin et al 2017), dialogue pieces (Dhlula-Moruri et al 2017), and vignettes (Hiralaal et al 2018).…”

Section: Transdisciplinary Transcontinental Methodological Inventivementioning

confidence: 99%

Methodological Inventiveness in Writing About Self-Study Research

Pithouse-Morgan¹,

Samaras²

2020

Springer International Handbooks of Education

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This chapter portrays the rich history of innovation in the self-study research community by exploring why and how self-study researchers enact methodological inventiveness in composing written accounts of their scholarly work and analysis. Through narrative dialogue, the authors delve into questions of why many self-study researchers perform methodological inventiveness in writing about their research. In addition, the chapter offers four detailed exemplars from South Africa and the USA that demonstrate how emerging self-study scholars have created various inventive and hybrid approaches to best explore, represent, and communicate their research questions using various forms and formats. The chapter closes with a discussion of implications and future possibilities for self-study researchers as they consider their roles and responsibilities with respect to innovative modes and designs in writing about self-study research.

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“…Collective poetic inquiry is a research practice that we have been developing for several years in our work with academic colleagues who share our interest in selfreflexive research (Pithouse-Morgan et al, 2014;Pithouse-Morgan et al, 2015;Pithouse-Morgan et al, 2016). We have discovered that engaging in an intensive, creative process of co-composing and co-analysing poems can enrich and nuance our communication and meaning making as a research team and can contribute to the development of collective reflexivity, which we have characterized as "co-flexivity" and described as "being reflexive together through thinking deeply about and questioning our professional practice and selves in dialogue with significant others" (PithouseMorgan et al, 2015, p. 148).…”

Section: Our Shared Interest In Self-reflexive Research Methodologiesmentioning

confidence: 99%

“Knowing What It Is like”: Dialoguing with Multiculturalism and Equity Through Collective Poetic Autoethnographic Inquiry

Pithouse-Morgan

Naicker

Pillay

2017

IJME

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ABSTRACT:We offer an account of how we, a research team of three South African academics, have dialogued with multiculturalism and equity through collective poetic autoethnographic inquiry. The focus of the article is on our learning through reading and responding to published autoethnographies by three other South African academics. We share our learning about how poetry and dialogue can facilitate a generative entanglement with autoethnographies written by others. The article highlights the promise of collective poetic autoethnographic inquiry for opening up spaces for dialoguing with multiculturalism and equity.

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Walking our talk: Exploring supervision of postgraduate self-study research through metaphor drawing

Cited by 14 publications

References 17 publications

Supervision of Post-Graduate Students in Higher Education

Supervision of Post-Graduate Students in Higher Education

Methodological Inventiveness in Writing About Self-Study Research

“Knowing What It Is like”: Dialoguing with Multiculturalism and Equity Through Collective Poetic Autoethnographic Inquiry

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