Creating sustainable postgraduate supervision learning environments through critical emancipatory research

Journal for Transdisciplinary Research in Southern Africa


 
 
Field Value
 
Title Creating sustainable postgraduate supervision learning environments through critical emancipatory research
 
Creator Nkoane, Molebatsi Milton
 
Subject — sustainable learning environments; social justice; emancipation; pedagogic praxis; critical emancipatory research
Description 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.
 
Publisher AOSIS
 
Contributor
Date 2013-12-30
 
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — —
Format application/pdf
Identifier 10.4102/td.v9i3.186
 
Source The Journal for Transdisciplinary Research in Southern Africa; Vol 9, No 3 (2013); 8 pages 2415-2005 1817-4434
 
Language eng
 
Relation https://td-sa.net/index.php/td/article/view/186/153
 
Coverage — — —
Rights Copyright (c) 2013 Molebatsi Milton Nkoane https://creativecommons.org/licenses/by/4.0