Student-supervisor relationships in a complex society : a dual narrative of scholarly becoming

Mkhabela, Zondiwe L. ; Frick, B. Liezel (2016)

CITATION: Mkhabela, ZL., & Frick, B.L. 2016. Student-Supervisor Relationships in a Complex Society: A Dual Narrative of Scholarly Becoming, in L. Frick, P. Motshoane, C. McMaster & C. Murphy (eds.). Postgraduate Study in South Africa: Surviving and Succeeding. Stellenbosch: SUN PRESS. 23-37. doi:10.18820/9781928357247/02.

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Chapters in Books

INTRODUCTION: Doctoral pedagogy is complex, partly due to the intricacies of the student-supervisor relationship. Manathunga (2005) refers to this relationship as taking place in a private space, which is especially true in the case of the apprenticeship approach to supervision where doctoral students often work in relative isolation with one or two supervisors. In the South African context, this (relatively private) relationship can be even more complicated as a result of the complex historical past that still influences current learning spaces (as Daniela Gachago’s first chapter in this book highlights). The racial inequalities enforced under the apartheid regime and which date even further back to colonial rule have left an indelible mark on South African education, including doctoral education.

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