Love and pedagogy in doctoral supervision: a duoethnography navigating complex positionings within decolonising contexts.
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| Title: | Love and pedagogy in doctoral supervision: a duoethnography navigating complex positionings within decolonising contexts. |
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| Authors: | McCormick, Alexandra1 (AUTHOR) alexandra.mccormick@sydney.edu.au, de Rivera, Liberty2 (AUTHOR) |
| Source: | Pedagogy, Culture & Society. Oct2025, Vol. 33 Issue 5, p1705-1725. 21p. |
| Subject Terms: | *Social networks, *Research methodology, *Affective education, Decolonization, Supervision, Participant observation, Complexity (Philosophy) |
| Abstract: | This article contributes to understandings of how decolonising, hypercomplex contexts can entail challenges and opportunities for supervisors and supervisees, including personal and professional growth, socio-cultural dis-/connections, economic or health-related concerns. Increased complexities of supervisory positionings and relationships are influenced by changing institutional requirements, pluralistic understandings of knowledge, and workloads, recently compounded by the exponential impacts of a global pandemic. We offer insights from engagement in a critical, collaborative dialogue and elaborate on our process, contributing a structured example within the methodology of duoethnography, an approach that foregrounds reflections as resources in critical inquiry. We structured our systematic analysis and reflections about the supervision process by explicitly locating and sharing subjective experiences from each of our positionings within intersecting individual, institutional and structural contexts. Collaborative and ethnographic methodologies are used increasingly in educational research, and we contend that this approach can offer valuable insights for ongoing personal and professional development as educators, learners and researchers. We consider affective dimensions of supervision, recalling Freire's 'pedagogy of love' and argue that collaborative analysis engendering vulnerability offers opportunities to empower and inform the increasingly complex lives and work of supervisors and supervisees. [ABSTRACT FROM AUTHOR] |
| Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 187998190 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Love and pedagogy in doctoral supervision: a duoethnography navigating complex positionings within decolonising contexts. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22McCormick%2C+Alexandra%22">McCormick, Alexandra</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> alexandra.mccormick@sydney.edu.au</i><br /><searchLink fieldCode="AR" term="%22de+Rivera%2C+Liberty%22">de Rivera, Liberty</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Pedagogy%2C+Culture+%26+Society%22">Pedagogy, Culture & Society</searchLink>. Oct2025, Vol. 33 Issue 5, p1705-1725. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Social+networks%22">Social networks</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Affective+education%22">Affective education</searchLink><br /><searchLink fieldCode="DE" term="%22Decolonization%22">Decolonization</searchLink><br /><searchLink fieldCode="DE" term="%22Supervision%22">Supervision</searchLink><br /><searchLink fieldCode="DE" term="%22Participant+observation%22">Participant observation</searchLink><br /><searchLink fieldCode="DE" term="%22Complexity+%28Philosophy%29%22">Complexity (Philosophy)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article contributes to understandings of how decolonising, hypercomplex contexts can entail challenges and opportunities for supervisors and supervisees, including personal and professional growth, socio-cultural dis-/connections, economic or health-related concerns. Increased complexities of supervisory positionings and relationships are influenced by changing institutional requirements, pluralistic understandings of knowledge, and workloads, recently compounded by the exponential impacts of a global pandemic. We offer insights from engagement in a critical, collaborative dialogue and elaborate on our process, contributing a structured example within the methodology of duoethnography, an approach that foregrounds reflections as resources in critical inquiry. We structured our systematic analysis and reflections about the supervision process by explicitly locating and sharing subjective experiences from each of our positionings within intersecting individual, institutional and structural contexts. Collaborative and ethnographic methodologies are used increasingly in educational research, and we contend that this approach can offer valuable insights for ongoing personal and professional development as educators, learners and researchers. We consider affective dimensions of supervision, recalling Freire's 'pedagogy of love' and argue that collaborative analysis engendering vulnerability offers opportunities to empower and inform the increasingly complex lives and work of supervisors and supervisees. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187998190 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/14681366.2024.2386046 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 1705 Subjects: – SubjectFull: Social networks Type: general – SubjectFull: Research methodology Type: general – SubjectFull: Affective education Type: general – SubjectFull: Decolonization Type: general – SubjectFull: Supervision Type: general – SubjectFull: Participant observation Type: general – SubjectFull: Complexity (Philosophy) Type: general Titles: – TitleFull: Love and pedagogy in doctoral supervision: a duoethnography navigating complex positionings within decolonising contexts. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: McCormick, Alexandra – PersonEntity: Name: NameFull: de Rivera, Liberty IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 14681366 Numbering: – Type: volume Value: 33 – Type: issue Value: 5 Titles: – TitleFull: Pedagogy, Culture & Society Type: main |
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