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Heroes, imposters and deviants in a strange land: A socio-critical model for understanding postgraduate supervision
By Paul Prinsloo (University of South Africa) @14prinsp
ACKNOWLEDGEMENTS
I do not own the copyright of any of the images in this presentation. I hereby acknowledge the original copyright and licensing regime of every image used. All the images used in this presentation have been sourced from Google, Pixabay and Flickr and were labeled for non-commercial reuse.
This work (excluding the images goverened by their original licencing) is licensed under a
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Pictures tap into a different vocabulary and offer a different lens on a phenomenon as experienced by the narrator
(Shinebourne & Smith, 2010).
Pictures, like metaphors, are not neutral but chosen, they are ideologically laden, immersed in fluid meanings, flowing
from and perpetuating a particular social imaginary.
Pictures also disturb, disrupt, challenge and, hopefully, slow down the discourses on graduate supervision, allow us to
ask new questions, and, enable us “to comprehend partially what cannot be comprehended totally”
(Lakoff & Johnson, 1980, p. 193).
Image credit: https://pixabay.com/en/tree-natur-nightsky-cloud-stars-736887/
Higher education/graduate supervision as field
An elephant in the learning analytics room – the obligation to actBy Paul Prinsloo (University of South Africa) & Sharon Slade (Open University, UK)
Image credit: https://www.flickr.com/photos/lollyman/4941417146
Image credit: Canadian Gunners in the Mud, Passchendaele by Lieutenant Alfred Bastien, 1917, oil on canvas. Retrieved from, https://en.wikipedia.org/wiki/Military_art
Higher education/graduate supervision as a battlefield of contesting claims– whether disciplinary, institutional,
student and/or claims arising from our macro context.
Image credit: https://www.flickr.com/photos/lisanorwood/1046416640
Let us explore postgraduate supervision as a phenomenon of ‘misfits’ and
of not ‘fitting in’
What follows is a reflection on how I describe the field I am playing on as supervisor…
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An elephant in the learning analytics room – the obligation to actBy Paul Prinsloo (University of South Africa) & Sharon Slade (Open University, UK)
Image credit: https://www.flickr.com/photos/lollyman/4941417146
Shall I speak, or how shall I speak of …• Being a supervisor where everything is measured, counted and where
numbers on spreadsheets are more important than the lives they represent
• The (oc)cult of auditing, accountability, innovation and excellence -- where everyone signs oaths of transparency and ethics in often empty rituals of fake fraternisation
• Increasing and contesting workloads• Students who are increasingly underprepared for scholarly
engagement on graduate level• Supervisors who are underprepared to ask new questions and let go of
answers and processes that may have been appropriate and effective in the past
• Supervision is outsourced to the highest (or is it any available?) bidder• Being a supervisor where offline is no longer an option and where
even when you are offline, you are “onlife” (The Onlife Manifesto, Floridi, 2015)
Image credit: https://pixabay.com/en/wonder-woman-superman-superhero-552109/
In this strange land there are
superheroes(Pitt & Mewburn, 2016)
Image credit: https://pixabay.com/en/graffiti-artist-graffiti-art-1380108/
Deviants…(Attwood, 2010)
Image credit: https://pixabay.com/en/one-against-all-all-against-one-1744083/
In this strange land there are also, …
imposters(McMillan, 2016)
Those supervisors and students that never quite fit in, according to others, or
feel that they fit in – forever nomad(Maritz & Prinsloo, 2015)
Image credit: https://pixabay.com/en/one-against-all-all-against-one-1744086/
A strange land where novice researchers ‘Fake it till you [they] make it’ (Ivana, 2016)
Postgraduate supervision: a question of ‘fit’• ‘Fit’ between the student and his/her chosen focus, methodology,
discipline, institution, research expertise of the supervisor• ‘Fit’ between the student and his or her supervisor - interpersonal• ‘Fit’ between the supervisor and the amount and foci of students
allocated to him or her• ‘Fit’ between the student aspirations and time-management with
the workload, aspirations and time-management of supervisors• ‘Fit’ of students and supervisors within the broader disciplinary
networks of inclusion and exclusion• ‘Fit’ between students and supervisors in a particular political,
social, economic, technological, legal and environmental context• ‘Fit’ between the supervisor and institutional policy frameworks,
processes, networks of inclusion and exclusion, tacit knowledge and contacts (Adapted from Subotzky and Prinsloo, 2011; Prinsloo, 2017)
Image credit: https://www.flickr.com/photos/lollyman/4941417146
Do I/they ‘fit’? How do I/they ‘fit’? According to whom and why does it matter?
What are the costs of (not) fitting in?Who pays?
Image credit: https://www.flickr.com/photos/missmoon/1918473801
Habitus, hysteresis and habitus clivé
“There is nothing more practical than a good theory” (Lewin 1952, p.169)
An elephant in the learning analytics room – the obligation to actBy Paul Prinsloo (University of South Africa) & Sharon Slade (Open University, UK)
Image credit: https://www.flickr.com/photos/lollyman/4941417146
Image credit: http://thesociologicalcinema.tumblr.com/post/142531355075/youre-playing-monopoly-one-player-is-given-all
The idea of habitus was born from trying to make sense of choices we have and make , considering our context, our past and present, our behaviors, our capital and dispositions, and our gendered and raced role(s), relations and positions in a particular context/field and time - as embodied, as ‘structured and structuring structure’
(Bourdieu, 1994, p. 170).
An elephant in the learning analtics room – the obligation to actBy Paul Prinsloo (University of South Africa) & Sharon Slade (Open University, UK)
Image credit: https://www.flickr.com/photos/lollyman/4941417146
[(habitus) (capital)] + field = practice/agency (Bourdieu 1984, p. 101).
An elephant in the learning analytics room – the obligation to actBy Paul Prinsloo (University of South Africa) & Sharon Slade (Open University, UK)
Image credit: https://www.flickr.com/photos/lollyman/4941417146
Image credit: https://pixabay.com/en/grass-green-football-football-field-1176417/
So... when you change my position --whether as student or as supervisor--
on the field, or change the field, or change the rules or change the requirements and skills required by the new field, role or rules, you
impact on my agency or, at least, my perception thereof...
Image credit: https://pixabay.com/en/man-luggage-forward-young-2138962/
And often, these changes result in a deep sense of discomfort, of feeling out-of-place, of not fitting in, of being … an imposter/nomad/deviant
Image credit: https://www.flickr.com/photos/lollyman/4941417146
Image credit: http://www.pixnio.com/fauna-animals/fishes/roach-fish-on-dry-land
The phenomenon of a misfit between an individual’s habitus and capital in a particular context is described
as the ‘hysteresis effect’ and a cleft in habitus or habitus clivé
(Bourdieu & Passeron, 1977, p. 78)
Hysteresis //alienation (Marx in Fowler, 2003)// anomie (Durkheim in Naudet, 2008)//torpor (Prinsloo, 2016)
An elephant in the learning analytics room – the obligation to actBy Paul Prinsloo (University of South Africa) & Sharon Slade (Open University, UK)
Image credit: https://www.flickr.com/photos/lollyman/4941417146
Image credit: https://pixabay.com/en/bird-death-dead-829242/
Torpor as metaphor …“It somehow gave me a handle, a way of making sense of my
own experiences of shutting down, Ctrl-Alt-Del, of playing dead, of stop-the-world-I-want-to-get-off feelings”
(Prinsloo, 2016 – https://opendistanceteachingandlearning.wordpress.com/2016/10/24/a-blog-on-not-blogging/)
Image credit: https://www.flickr.com/photos/cgpgrey/5023794412
Habitus clivé :When individuals move ‘upwards’, individuals become class ‘transfuges’ -- caught in a ‘painful’ position of social limbo, of ‘double isolation’, from both their origin and destination class
(Friedman, 2013, p. 10; Bourdieu, 1998b).
Becoming nomad/refugee -- ‘torn by contradiction and internal division’ (Bourdieu, 2004 in Friedman, 2013, p. 11).
Image credit: https://commons.wikimedia.org/wiki/File:Lytovchenko_Olexandr_Kharon.jpg
Leaving many of us mulling around on the banks of the Acheron, not sure whether or
not to pay Charon his price (or bribe him)...
Processes - Inter & intra-personal domains Attribution, locus of control, self-efficacy
Processes – Academic, operational, social Attribution, locus of control, self-efficacy
THE STUDENT AS AGENTIDENTITY, ATTRIBUTES, CAPITAL
& HABITUS
SuccessGraduatenessDoctorateness
THE SUPERVISOR AS AGENTIDENTITY, ATTRIBUTES, CAPITAL
& HABITUS
SHAPING CONDITIONS: (predictable as well as uncertain)
SHAPING CONDITIONS: (predictable as well as uncertain)
Choice, Admission Learning/supervision activities
THE SUPERVISION JOURNEY Multiple, mutually constitutive interactions between student,
institution & networks
FIT
FIT
FIT
FIT
FIT
FIT
FIT
FIT
FIT
FIT
FIT
FIT
THE INSTITUTION AS AGENTIDENTITY, ATTRIBUTES, CAPITAL &
HABITUS
FIT
FIT
FIT
FIT
Adapted from: Subotzky, G., & Prinsloo, P. (2011). Turning the tide: a socio-critical model and framework for improving student success in open distance learning at the University of South Africa. Distance Education, 32(2): 177-19.
Image credit: https://www.flickr.com/photos/lollyman/4941417146
Pointers for a supervision contract between institution-supervisors-students
Construct 1: Students, supervisors and the institution are situated agents – [(habitus)(capital)] + field = agency/practice
-> How do we assess student and supervisor habitus/capital in a particular field/context before admitting students and assigning students to supervisors?-> What are the processes and criteria for recognising the habitus of students/supervisors and what do we consider ‘capital’? -> How do we support students/supervisors when they experience hysteresis/habitus clivé?
Adapted from Subotzky and Prinsloo (2011); Prinsloo, 2017)
Image credit: https://www.flickr.com/photos/lollyman/4941417146
Pointers for a supervision contract between institution-supervisors-students (cont.)
Construct 2: The supervision walk or “third space”– the intersecting, mutually constitutive and often competing variables in the nexus between student, supervisor, institution and macro-societal context-> How do we support this walk?-> What are the co-responsibilities of students, supervisors and the institution?-> How can we assure that supervisors and students are not to blame for systemic failures?-> How do we assure that supervisors and students don’t hide behind systemic failures – loci of control/self-efficacy?
Adapted from Subotzky and Prinsloo (2011); Prinsloo, 2017)
Image credit: https://www.flickr.com/photos/lollyman/4941417146
Pointers for a supervision contract between institution-supervisors-students (cont.)
Construct 3: The notion of ‘fit’ is a constitutive, layered element in supervision success and intersect with the reality and impact of hysteresis, and habitus clivé on the supervision process
Adapted from Subotzky and Prinsloo (2011); Prinsloo, 2017)
How do we facilitate/ensure the ‘fit’ between• The student and his/her chosen focus, methodology, discipline,
institution, research expertise of the supervisor• A student and his or her supervisor – interpersonal• The supervisor and the amount and foci of students allocated to him
or her• Student aspirations and time-management with the workload,
aspirations and time-management of supervisors• Students and supervisors within the broader disciplinary networks
of inclusion and exclusion• Students and supervisors in a particular political, social, economic,
technological, legal and environmental context• A supervisor and institutional policy frameworks, processes,
networks of inclusion and exclusion, tacit knowledge and contacts
Image credit: https://pixabay.com/en/metro-station-wait-hold-on-905400/
And finally, how do we create space(s) in the supervision process for …
Image credit: https://pixabay.com/en/photographer-hero-camera-action-1436917/
…those successful students and supervisors to share their knowledge and capital and mentor others?
Image credit: https://www.flickr.com/photos/brianauer/2402882692
…those students and supervisors who contest rules and policies, who break the rules and write their own rules
Image credit: https://pixabay.com/en/hallway-abandoned-damaged-deserted-1245845/
… all of us, students and supervisors, who negotiate meaning in the graduate supervision process as a
strange land – where we are all, in one way or another, imposters
Image credit: https://pixabay.com/en/empty-abandoned-messy-grunge-scene-863118/
THANK YOUPaul Prinsloo Research Professor in Open Distance Learning (ODL)College of Economic and Management Sciences, Office number 3-15, Club 1, Hazelwood, P O Box 392Unisa, 0003, Republic of South Africa
T: +27 (0) 12 433 4719 (office)T: +27 (0) 82 3954 113 (mobile)
[email protected] Skype: paul.prinsloo59
Personal blog: http://opendistanceteachingandlearning.wordpress.com
Twitter profile: @14prinsp
An elephant in the learning analytics room – the obligation to actBy Paul Prinsloo (University of South Africa) & Sharon Slade (Open University, UK)
Image credit: https://www.flickr.com/photos/lollyman/4941417146
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An elephant in the learning analytics room – the obligation to actBy Paul Prinsloo (University of South Africa) & Sharon Slade (Open University, UK)
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An elephant in the learning analytics room – the obligation to actBy Paul Prinsloo (University of South Africa) & Sharon Slade (Open University, UK)
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An elephant in the learning analytics room – the obligation to actBy Paul Prinsloo (University of South Africa) & Sharon Slade (Open University, UK)
Image credit: https://www.flickr.com/photos/lollyman/4941417146
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