Abstract
In South Africa, every postgraduate (master’s or doctoral) student is usually assigned one academic advisor, known as a supervisor. “The traditional model is the apprenticeship model of individual mentoring. This model is usually supplemented by informal and ad hoc support programmes” (Academy of Science of South Africa [ASSAf], 2010, p. 64).
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
- High Education Sector
- Collective Inquiry
- South African Journal
- International Handbook
- Research Supervisor
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
Academy of Science of South Africa (ASSAf). (2010). The PhD study: An evidence-based study on how to meet the demands for high-level skills in an emerging economy. Pretoria, South Africa: ASSAf.
Adichie, C. N. (2009). The danger of a single story. Retrieved from http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story/transcript?language=en
Backhouse, J. (2011). Doctoral discourses in South Africa. Perspectives in Education, 29(3), 30–39.
Ball, A. F. (2012). To know is not enough: Knowledge, power, and the zone of generativity. Educational Researcher, 41(8), 283–293.
Blair, H., Filipek, J., Lovell, M., McKay, M., Nixon, R., & Sun, M. (2011). Our journey to becoming ethnographers: An exploration of rhetorical structures as lived experience. International Journal of Qualitative Methods, 10(2), 140–150.
Bodone, F., Gudjόnsdόttir, H., & Dalmau, M. C. (2004).Revisioning and recreating practice: Collaboration in self-study. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (Vol. 1, pp. 743–784). Dordrecht, TheNetherlands: Kluwer.
Butler, J. (2004). Undoing gender. New York, NY: Routledge.
Butler-Kisber, L. (2002). Artful portrayals in qualitative inquiry: The road to found poetry and beyond. Alberta Journal of Educational Research, 48(3), 229–239.
Chisanga, T., Rawlinson, W., Madi, S., & Sotshangane, N. (2014). Enacting reflexivity through poetic inquiry.Educational Research for Social Change, 3(2), 21–36. Retrieved from http://ersc.nmmu.ac.za/view_edition.php?v=3&n=2#
Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass.
Collins, A. (2013). Teaching sensitive topics: Transformative pedagogy in a violent society. Alternation Special Edition, (9), 128–149. Retrieved from http://alternation.ukzn.ac.za/docs/20.6/07%20Col.pdf
East, K., Fitzgerald, L. M., & Heston, M. L. (2009). Talking teaching and learning: Using dialogue in self-study. In D. Tidwell, M. Heston, & L. Fitzgerald (Eds.), Research methods for the self-study of practice (pp. 55–72). New York, NY: Springer.
Eisner, E. (1997). The promise and perils of alternative forms of data representation. Educational Researcher,26(6), 4–9.
Fox, N. J. (2003). Research practice-based evidence: Towards collaborative and transgressive research. Sociology, 37(1), 81–102.
Gerbic, P., & Maher, M. (2008). Collaborative self-study supporting new technology: The Mahara e-portfolio project. In Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne, Australia. Retrieved from http://www.ascilite.org.au/conferences/melbourne08/procs/gerbic.pdf
Giroux, H. (1992). Border crossings: Cultural workers and the politics of education. New York, NY: Routledge.
Guilfoyle, K., Hamilton, M. L., Pinnegar, S., &Placier, P. (2004). The epistemological dimensions and dymnamics of professional dialogue in self-study. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 1109–1167). Dordrecht, The Netherlands: Kluwer.
Harrison, L., Pithouse-Morgan, K., Conolly, J., &Meyiwa, T. (2012). Learning from the first year of the Transformative Education/al Studies (TES) project. Alternation, 19(2), 12–37.
Holquist, M. (1981).Glossary for Bakhtin, M. In M. Holquist (Ed.), The dialogic imagination: Four essays (C. Emerson & M. Holquist, Trans.). Austin, TX: University of Texas Press.
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY: Routledge.
Kaminer, D., & Eagle, G. (2010).Traumatic stress in South Africa. Johannesburg, South Africa: Wits University Press.
Kincheloe, J. L., & Tobin, K. (2009). The much exaggerated death of positivism. Cultural Studies of Science Education, 4(3), 513–528.
LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of selfstudy of teaching and teacher education practices (Vol. 2, pp. 817–869). Dordrecht, TheNetherlands: Kluwer.
Lather, P. (1993). Fertile obsession: Validity after post-structuralism. Sociological Quarterly, 34, 673–93.
Loughran, J. J. (2004). Learning through self-study: The influence of purpose, participants and context. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of selfstudy of teaching and teacher education practices (Vol. 1, pp. 151–192). Dordrecht, The Netherlands: Kluwer.
Louie, B. Y., Drevdahl, D. J., Purdy, J. M., &Stackman, R. W. (2003). Advancing the scholarship of teaching through collaborative self-study. Journal of Higher Education, 74(2), 150–171.
Lunenberg, M., & Samaras, A. (2011). Developing a pedagogy for teaching self-study research: Lessons learned across the Atlantic. Teaching and Teacher Education, 27(5), 841–850.
Mitchell, C., & Pithouse-Morgan, K. (2014). Expanding the memory catalogue: Southern African women’s contributions to memory-work writing as a feminist research methodology. Agenda, 28(1), 92–103.
Mitchell, C., & Weber, S. (2005). Just who do we think we are…and how do we know this? Re-visioning pedagogical spaces for studying our teaching selves. In C. Mitchell, S. Weber, & K. O’Reilly-Scanlon (Eds.), Just who do we think we are? Methodologies for autobiography and self-study in teaching (pp. 1–9). London, UK: RoutledgeFalmer.
Mkhize, N. (2004). Psychology: An African perspective. In K. Ratele, N. Duncan, D. Hook, N. Mkhize, P. Kiguaw, & A. Collins (Eds.), Self, community & psychology (pp. 4.1–4.29). Lansdowne, South Africa: UCT Press.
National Planning Commission (NPC). (2012). National development plan 2030: Our future—make it work. Pretoria, South Africa: Government Press.
Pithouse-Morgan, K., & Van Laren, L. (2012). Towards academic generativity: Working collaboratively with visual artefacts for self-study and social change. South African Journal of Education, 32(4), 416–427.
Pithouse-Morgan, K. (2007). Learning through teaching: A narrative self-study of a novice teacher educator (Doctoral thesis). Durban, South Africa: University of KwaZulu-Natal. Retrieved from http://researchspace.ukzn.ac.za/xmlui/handle/10413/482
Pithouse-Morgan, K., Rawlinson, W., Pillay, D., Chisanga, T., &Timm, D. (2012, April). Starting with ourselves: Perspectives from the transformative education/al studies project. Paper presented at the American Educational Research Association annual meeting, Vancouver, Canada.
Pithouse-Morgan, K., Mitchell, C., & Pillay, D. (2014a). Enacting reflexivity in educational research [Editorial]. Educational Research for Social Change, 3(2), 1–4. Retrieved from http://ersc.nmmu.ac.za/chapters/Vol_3_No_2_Editorial_pp_1_to_4_November_2014.pdf
Pithouse-Morgan, K., Mitchell, C., & Pillay, D. (2014b). Self-study of educational practice: Re-imagining our pedagogies [Editorial]. Perspectives in Education, 32(2), 1–7.
Pithouse-Morgan, K., Pillay, D., Naicker, I., Morojele, P., Chikoko, V., & Hlao, T. (2014c). Entering an ambiguous space: Evoking polyvocality in educational research through collective poetic inquiry. Perspectives in Education, 32(4), 149–170.
Pithouse-Morgan, K., Meyiwa, T., Naicker, I., Pillay, D., Singh, L., Stuart, J., & Van Laren, L. (2014d, August). Co-flexivity in educational research: A road less travelled? Paper presented at the South African Educational Research Association (SAERA) Conference, Durban, South Africa.
Rager, K. (2005). Self-care and the qualitative researcher: When collecting data can break your heart. Educational Researcher, 34(4), 23–27.
Rawlinson, W., & Pillay, D. (2014). The forms of our knowing are “moving”: A reflexive lens on the selfstudy supervision relationship. Alternation, 12, 283–305. Retrieved from http://alternation.ukzn.ac.za/Files/docs/21%20SpEd12/12%20Wen.pdf
Roth, W., & Tobin, K. (2004). Co-generative dialoguing and metaloguing: Reflexivity of processes and genres. Forum: Qualitative Social Research, 5(3), Art. 7. Retrieved from http://nbn-resolving.de/urn:nbn:de:0114-fqs040370
Said, E. (1994). Representations of the intellectual. New York, NY: Vintage.
Samaras, A. P. (2011). Self-study teacher research: Improving your practice through collaborative inquiry. London, UK: Sage.
Samaras, A., & Freese, A. (2009). Looking back and looking forward: An historical overview of the Self-Study School. In C. A. Lassonde, S. Galman, & C. Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 3–19). Rotterdam, The Netherlands: Sense Publishers.
Samaras, A., & Sell, C. (2013). Please write: Using critical friend letter writing in teacher research. Teacher Education Quarterly, 40(4), 93–109.
Schuck, S., & Russell, T. (2005). Self-study, critical friendship, and the complexities of teacher education. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 1(2), 107–121.
Scott, J. (1990). Domination and the arts of resistance: Hidden transcripts. New Haven, CT: Yale University Press.
Simon, G. (2012). Relational ethnography: Writing and reading in research relationships. Forum: Qualitative Social Research, 14(1), Art. 4. Retrieved from http://www.qualitative-research.net/index.php/fqs/chapter/view/1735
St. Pierre, E. A. (1997). Methodology in the fold and the irruption of transgressive data. International Journal of Qualitative Studies in Education, 10(2), 175–189.
Van Laren, L., Pithouse-Morgan, K., Chisanga, T., Harrison, L., Meyiwa, T., Muthukrishna, N., & Naicker, I. (2014). Walking our talk: Exploring supervision of postgraduate self-study research through metaphor drawing. South African Journal of Higher Education, 28(2), 640–661.
Vickers, M. H. (2010). From the editor-in-chief’s desk: The value of reflexivity. Employee Response Rights Journal, 22, 275–277.
Vinz, R. (1997). Capturing a moving form: ‘Becoming’ as teachers. English Education, 29(2), 137–146.
Weber, S. (2014). Arts-based self-study: Documenting the ripple effect. Perspectives in Education, 32(2), 21–36.
Wells, G. (1999). Dialogic inquiry: Towards a socio-cultural practice and theory of education. Cambridge, UK: Cambridge University Press.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Sense Publishers
About this chapter
Cite this chapter
Pithouse-Morgan, K. et al. (2015). Learning about Co-Flexivity in a Transdisciplinary Self-Study Research Supervision Community. In: Pithouse-Morgan, K., Samaras, A.P. (eds) Polyvocal Professional Learning through Self-Study Research. Professional Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-220-2_9
Download citation
DOI: https://doi.org/10.1007/978-94-6300-220-2_9
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-220-2
eBook Packages: Humanities, Social Sciences and LawEducation (R0)