Higher degree research supervision beyond expertise: a Rancierean and Freirean perspective on HDR supervision

Article


Hickey, Andrew and Forbes, Melissa. 2022. "Higher degree research supervision beyond expertise: a Rancierean and Freirean perspective on HDR supervision." Studies in Higher Education. 47 (8), pp. 1712-1723. https://doi.org/10.1080/03075079.2021.1957812
Article Title

Higher degree research supervision beyond expertise: a Rancierean and Freirean perspective on HDR supervision

ERA Journal ID19331
Article CategoryArticle
AuthorsHickey, Andrew (Author) and Forbes, Melissa (Author)
Journal TitleStudies in Higher Education
Journal Citation47 (8), pp. 1712-1723
Number of Pages12
Year2022
PublisherTaylor & Francis
Place of PublicationUnited Kingdom
ISSN0307-5079
1470-174X
Digital Object Identifier (DOI)https://doi.org/10.1080/03075079.2021.1957812
Web Address (URL)https://www.tandfonline.com/doi/full/10.1080/03075079.2021.1957812
Abstract

This paper examines the function of ‘expertise’ in mediating the student–supervisor relationship in Higher Degree Research (HDR). Prevailing conceptualisations of expertise generally translate as disciplinary acumen and reference the supervisor’s specialist disciplinary and methodological knowledge. Beyond establishing the disciplinary ‘signatures’ of a discipline, this expertise also confers ‘symbolic capital’ within the disciplinary field. This paper asks: ‘What might it mean when supervisors lack such specific disciplinary knowledge in the supervision of HDR projects?' Drawing on theoretical foundations from Jacques Ranciere and Paulo Freire, this paper considers how alternative ways of knowing and enacting scholarly inquiry might afford new terrains of practice within the HDR project, with the authors’ recent experiences in supervising beyond their respective disciplinary expertise providing an illustration of this modality of supervision. This case example demonstrates how mutuality and the enactment of a dialogic supervisory approach might widen considerations of what ‘counts’ as expertise within HDR supervision. In setting out this conceptualisation, an ethic of mutual inquiry prefaced by Ranciere’s ‘two wills’ provides a means for activating a dynamic HDR candidature, the production of innovative research and the recognition of expertise beyond narrowly defined configurations of disciplinary acumen.

Keywordshigher degree research, supervision, pedagogy, Freire, Ranciere
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020470207. Cultural theory
390303. Higher education
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Byline AffiliationsSchool of Humanities and Communication
Institution of OriginUniversity of Southern Queensland
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Engaging community with social research: using social research to develop and evaluate local government community engagement initiatives
Hickey, Andrew, Reynolds, Paul and McDonald, Lisa. 2015. Engaging community with social research: using social research to develop and evaluate local government community engagement initiatives. Sydney, NSW. Australian Centre of Excellence for Local Government.
Understanding community to engage community: the use of qualitative research techniques in local government community engagement
Hickey, Andrew, Reynolds, Paul and McDonald, Lisa. 2015. "Understanding community to engage community: the use of qualitative research techniques in local government community engagement." Asia Pacific Journal of Public Administration. 37 (1), pp. 4-17. https://doi.org/10.1080/23276665.2015.1018371
Acts of defiance: engaging community from the perspective of local government
Hickey, Andrew T., Bates, Darryl and Reynolds, Paul. 2014. "Acts of defiance: engaging community from the perspective of local government." Postle, Glen David, Burton, Lorelle Jane and Danaher, Patrick Alan (ed.) Community capacity building: lessons from adult learning in Australia. Leicester, United Kingdom. NIACE. pp. 177-189
Three perspectives on a collaborative, whole-of-program process of curriculum change
Hammer, Sara, McDonald, Janet and Forbes, Melissa. 2014. "Three perspectives on a collaborative, whole-of-program process of curriculum change." Journal of Teaching and Learning for Graduate Employability. 5 (1), pp. 47-62.
Child-led tours of Brisbane's Fortitude Valley as public pedagogy
Phillips, Louise Gwenneth and Hickey, Andrew. 2013. "Child-led tours of Brisbane's Fortitude Valley as public pedagogy." International Journal of Pedagogies and Learning. 8 (3), pp. 242-254. https://doi.org/10.5172/ijpl.2013.8.3.242
Music in higher education: an emergent social learning environment in a regional university
Forbes, Melissa. 2013. "Music in higher education: an emergent social learning environment in a regional university." 11th Australasian Piano Pedagogy Conference (APPC 2013): Opening Doors: The Complete Musician in a Digital Age. Toowoomba, Australia 02 - 06 Jul 2013 Melbourne, Australia.
New kids on the block: young people, the city and public pedagogies
Hickey, Andrew and Phillips, Louise. 2013. "New kids on the block: young people, the city and public pedagogies." Global Studies of Childhood. 3 (2), pp. 115-128. https://doi.org/10.2304/gsch.2013.3.2.115
The critical aesthetic: living a critical ethnography of the everyday
Hickey, Andrew. 2012. "The critical aesthetic: living a critical ethnography of the everyday." Steinberg, Shirley, R. and Cannella, Gaile, S. (ed.) Critical qualitative research reader. New York, United States. Peter Lang Publishing. pp. 166-181
Cities of signs: learning the logic of urban spaces
Hickey, Andrew T.. 2012. Cities of signs: learning the logic of urban spaces. New York, NY. United States. Peter Lang Publishing.
Incorporating indigenous knowledge into the curriculum: responses of science teacher educators
Austin, Jon and Hickey, Andrew. 2011. "Incorporating indigenous knowledge into the curriculum: responses of science teacher educators." The International Journal of Science in Society. 2 (4), pp. 139-152.
Public pedagogies, place and identity: an ethnographic study of an emerging postmodern community
Hickey, Andrew. 2008. Public pedagogies, place and identity: an ethnographic study of an emerging postmodern community. PhD Thesis Doctor of Philosophy. University of Southern Queensland.
Exploring elements for creating an online community of learners within a distance education course at the University of Southern Queensland
Danaher, Patrick Alan, Hickey, Andrew, Brown, Alice and Conway, Joan Margaret. 2007. "Exploring elements for creating an online community of learners within a distance education course at the University of Southern Queensland." Luppicini, Rocci J. (ed.) Online learning communities. Greenwich, CT. United States. Information Age Publishing. pp. 219-240
Cataloguing men: charting the male librarian's experience through the perceptions and positions of men in libraries
Hickey, Andrew. 2006. "Cataloguing men: charting the male librarian's experience through the perceptions and positions of men in libraries." The Journal of Academic Librarianship. 32 (3), pp. 286-295. https://doi.org/10.1016/j.acalib.2006.02.009
Knowledges and knowing: indigenous and alternative knowledges and the western canon
Hickey, Andrew and Austin, Jon. 2011. "Knowledges and knowing: indigenous and alternative knowledges and the western canon." The International Journal of Science in Society. 2 (2), pp. 83-88.
When the street becomes a pedagogue
Hickey, Andrew. 2009. "When the street becomes a pedagogue." Sandlin, Jennifer A., Schultz, Brian D. and Burdick, Jake (ed.) Handbook of public pedagogy: education and learning beyond schooling. New York, NY. United States. Routledge. pp. 161-170
Repatriating race: exorcising ethno-exclusion
Austin, Jon and Hickey, Andrew. 2009. "Repatriating race: exorcising ethno-exclusion." International Journal of Interdisciplinary Social Sciences. 4 (7), pp. 223-233.
Working visually in community identity ethnography
Austin, Jon and Hickey, Andrew. 2009. "Working visually in community identity ethnography." International Journal of the Humanities. 7 (4), pp. 1-14.
Visible whiteness: coming to terms with white racial identities
Hickey, Andrew and Austin, Jon. 2009. "Visible whiteness: coming to terms with white racial identities." International Journal of the Humanities. 7 (2), pp. 13-26.
iCon of a generation
Hickey, Andrew. 2008. "iCon of a generation." Wittkower, Dylan E. (ed.) iPod and philosophy: iCon of an ePoch. Chicago, United States. Carus. pp. 131-144
Critical pedagogical practice through cultural studies
Austin, Jon and Hickey, Andrew. 2008. "Critical pedagogical practice through cultural studies." International Journal of the Humanities. 6 (1), pp. 133-140.
Digitally democratizing the new ethnographic endeavour: getting thicker around the Geertz?
Hickey, Andrew and Austin, Jon. 2008. "Digitally democratizing the new ethnographic endeavour: getting thicker around the Geertz?" International Journal of Interdisciplinary Social Sciences. 3 (1), pp. 257-265.
Signing the school in neoliberal times: the public pedagogy of being pedagogically public
Austin, Jon and Hickey, Andrew. 2008. "Signing the school in neoliberal times: the public pedagogy of being pedagogically public." The International Journal of Learning. 15 (1), pp. 193-202.
Autoethnography and teacher development
Austin, Jon and Hickey, Andrew. 2007. "Autoethnography and teacher development." International Journal of Interdisciplinary Social Sciences. 2 (2), pp. 369-378.
Writing race: making meaning of white racial identity in initial teacher education
Austin, Jon and Hickey, Andrew. 2007. "Writing race: making meaning of white racial identity in initial teacher education." International Journal of Pedagogies and Learning. 3 (1), pp. 82-91.
Pedagogies of self: conscientising the personal to the social
Hickey, Andrew and Austin, Jon. 2007. "Pedagogies of self: conscientising the personal to the social." International Journal of Pedagogies and Learning. 3 (1), pp. 21-29.
Standing up to racism: the 'Nigger Brown stand'
Hickey, Andrew, Austin, Jon and Hagan, Stephen. 2007. "Standing up to racism: the 'Nigger Brown stand'." Austin, Jon and Hickey, Andrew (ed.) Education for healthy communities: possibilities through SOSE and HPE. Sydney, Australia. Pearson Education Australia. pp. 245-254
Engaging community resource issues: the Toowoomba water futures debate
Hickey, Andrew and Austin, Jon. 2007. "Engaging community resource issues: the Toowoomba water futures debate." Austin, Jon and Hickey, Andrew (ed.) Education for healthy communities: possibilities through SOSE and HPE. Sydney, Australia. Pearson Education Australia. pp. 230-244
Education for healthy communities: an introduction
Hickey, Andrew and Austin, Jon. 2007. "Education for healthy communities: an introduction." Austin, Jon and Hickey, Andrew (ed.) Education for healthy communities: possibilities through SOSE and HPE. Sydney, Australia. Pearson Education Australia. pp. 1-6
What is community?
Hickey, Andrew. 2007. "What is community?" Austin, Jon and Hickey, Andrew (ed.) Education for healthy communities: possibilities through SOSE and HPE. Sydney, Australia. Pearson Education Australia. pp. 25-50
(Re)presenting education: students, teachers, schools and the public imagination
Hickey, Andrew and Austin, Jon. 2006. (Re)presenting education: students, teachers, schools and the public imagination. Sydney, Australia. Pearson Education Australia.
Street smarts/smart streets: public pedagogies and the streetscape
Hickey, Andrew. 2006. "Street smarts/smart streets: public pedagogies and the streetscape." M/C Journal. 9 (3).
Applying deconstruction: establishing a critical viewpoint
Hickey, Andrew. 2005. "Applying deconstruction: establishing a critical viewpoint." Austin, Jon (ed.) Culture and identity. Frenchs Forest, Australia. Pearson Education Australia. pp. 31-45