Freire and dialogical pedagogy: A means for interrogating opportunities and challenges in Australian postgraduate supervison

Beverley Moriarty, P.A. Danaher, Geoff Danaher

Research output: Contribution to journalArticle

10 Citations (Scopus)

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.
Original languageEnglish
Pages (from-to)431-442
Number of pages12
JournalInternational Journal of Lifelong Education
Volume27
Issue number4
DOIs
Publication statusPublished - 2008

Fingerprint Dive into the research topics of 'Freire and dialogical pedagogy: A means for interrogating opportunities and challenges in Australian postgraduate supervison'. Together they form a unique fingerprint.

Cite this