Bartlett, Alison, and Mercer, Gina (2000) Re-conceptualising discourses of power in postgraduate pedagogies. Teaching in Higher Education, 5 (2). pp. 195-204.

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Abstract

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 find 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.

Item ID:	13027
Item Type:	Article (Research - C1)
ISSN:	1470-1294
Keywords:	educational Research; gender issues
Date Deposited:	16 Jul 2013 05:07
FoR Codes:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%
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