Freire and dialogical pedagogy: a means for interrogating opportunities and challenges in Australian postgraduate supervision

Moriarty, Beverley and Danaher, P. A. and Danaher, Geoff (2008) Freire and dialogical pedagogy: a means for interrogating opportunities and challenges in Australian postgraduate supervision. International Journal of Lifelong Education, 27 (4). pp. 431-442. ISSN 0260-1370

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Abstract

Discussions between new postgraduate students and potential supervisors prior to the formalisation of supervisor–student partnerships serve several useful purposes. One purpose is to explore the expectations that each partner has of the other and of themselves and the anticipated nature of the partnership. This article employs Freire’s perspective on dialogical pedagogy as a framework to identify and interrogate opportunities and challenges in postgraduate supervision. Theorising and clarifying the postgraduate supervisory process in these terms at the outset of candidature and at strategic points along the way can save time and effort that might otherwise be devoted to misunderstandings and less than optimum progress. It also has implications for lifelong education for both supervisors and students that can be realised beyond the period of candidature and the substantive and methodological gains normally associated with successful completion of a thesis.

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Item Type:	Article (Commonwealth Reporting Category C)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	Author's version deposited in accordance with the copyright policy of the publisher (Routledge).
Faculty / Department / School:	Historic - Faculty of Education
Date Deposited:	07 Mar 2010 07:43
Last Modified:	02 Jul 2013 23:40
Uncontrolled Keywords:	post-graduate; supervisor-student partnership; Freire; dialogical pedagogy
Fields of Research :	13 Education > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
Socio-Economic Objective:	C Society > 93 Education and Training > 9302 Teaching and Instruction > 930299 Teaching and Instruction not elsewhere classified
Identification Number or DOI:	10.1080/02601370802051447
URI:	http://eprints.usq.edu.au/id/eprint/6945

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