Abstract
This article articulates pedagogic praxis for postgraduate supervision couched within sustainable learning environments with emancipatory aims. The paper probes the discourses of hegemony as a form of power that relies on non-coercive control by supervisors over students (master-apprentice model). Furthermore, it proposes a counter-hegemonic pedagogic praxis informed by critical emancipatory research. I amplify how postgraduate supervision could be a liberating experience, drawing from my own experiences as part of a supervisory team of 15 academics and cohort of 28 doctoral and 22 master’s students. The article interrogates the struggles on the continuum of power formations between supervisor and students. It proposes an alternative, liberating postgraduate supervision as a pedagogic praxis to counter the dominant discourse. It concludes by emphasising the importance of creating enabling sustainable learning environments with a promise of a counter-hegemonic praxis that requires rearranging master-apprentice relations.
Highlights
Considerable ink has flowed on a ‘hot’ topic on the postgraduate research agenda in recent years and the discourses on supervision, in particular, but there have been few debates on how to create sustainable learning environments in which students might reclaim freedom in knowledge production
I wish to contribute to the debate by highlighting and condensing pedagogic praxis for supervision located within sustainable learning environments with emancipatory aims, and probing discourses or challenges of the hegemony that manifests itself in power relations between supervisor and student
Postgraduate supervision is seen as relations between the supervisor and the supervisee and privileged discourses or knowledge economy
Summary
Considerable ink has flowed on a ‘hot’ topic on the postgraduate research agenda in recent years and the discourses on supervision, in particular, but there have been few debates on how to create sustainable learning environments in which students might reclaim freedom in knowledge production. I wish to contribute to the debate by highlighting and condensing pedagogic praxis for supervision located within sustainable learning environments with emancipatory aims, and probing discourses or challenges of the hegemony that manifests itself in power relations between supervisor and student. Postgraduate supervision is seen as relations between the supervisor and the supervisee and privileged discourses or knowledge economy. This relationship is about respect for the other. Social justice in postgraduate pedagogic praxis challenges hegemony in postgraduate supervision and advocates respect that drives towards equity rather than marginalisation
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