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dc.contributor.authorFullagar, S
dc.contributor.authorPavlidis, A
dc.contributor.authorStadler, R
dc.date.accessioned2020-02-13T04:47:32Z
dc.date.available2020-02-13T04:47:32Z
dc.date.issued2017
dc.identifier.issn2327-5731
dc.identifier.doi10.22381/KC5420173
dc.identifier.urihttp://hdl.handle.net/10072/391398
dc.description.abstractDespite the proliferation of doctoral training courses within universities, little attention is paid to the complexity of supervision as a process of becoming for both students and supervisors. As post-qualitative researchers we explore how collaborative writing can be mobilised as a rhizomatic practice to open up engagements with supervision that counter hierarchical master/apprentice models of knowledge transmission. Researching-writing through our own knowledge practices and affective investments we engage with supervision as an assemblage that produces multiplicity. We created a democratic learning alliance through an electronic writing forum. These collaborative e-writing practices generated insights into, and movements through, critical moments that disrupted the doctoral experience of progress (writers block, self-doubt, misunderstanding). We theorise collaborative writing as a rhizomatic practice that refuses ontological assumptions of linearity, causality and rationality, instead following the embodied lines of thought, affective intensities and problematics that haunt the supervision relationship. We recast supervision as an improvisation through which academic dilemmas/possibilities are negotiated and performed anew.
dc.description.peerreviewedYes
dc.description.sponsorshipGriffith University
dc.description.sponsorshipGriffith University
dc.description.sponsorshipDepartment of Science, I.T., Innovation and the Arts
dc.languageEnglish
dc.language.isoeng
dc.publisherAddleton Academic Publishers
dc.relation.ispartofpagefrom23
dc.relation.ispartofpageto41
dc.relation.ispartofissue4
dc.relation.ispartofjournalKnowledge Cultures
dc.relation.ispartofvolume5
dc.titleCritical moments of (UN)doing doctoral supervision: Collaborative writing as rhizomatic practice
dc.typeJournal article
dc.type.descriptionC3 - Articles (Letter/ Note)
dcterms.bibliographicCitationFullagar, S; Pavlidis, A; Stadler, R, Critical moments of (UN)doing doctoral supervision: Collaborative writing as rhizomatic practice, Knowledge Cultures, 2017, 5 (4), pp. 23-41
dc.date.updated2020-02-13T01:53:27Z
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© The Author(s) 2017. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the author(s).
gro.hasfulltextFull Text
gro.griffith.authorFullagar, Simone P.
gro.griffith.authorPavlidis, Adele


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