Unlearning, learning, learner: a provocation for super vision
Abstract
Considered and effective supervision of practice-based PhDs requires an expansion of and challenge to established modes of hierarchical academic and peer relationships. The production of knowledge, especially in this form-breaking field, cannot be separated from the means by which that output is assessed and circulated. This paper explores these tensions through case-studies based directly on the writer’s experience. It proposes embodied learning - a revisioning of earlier parameters of scholarship – and an informed overhaul of the perspectives, positions and priorities of institutional expectation. It proposes instead a spectrum-wide inclusivity whose radical generosity and creative openness benefits all involved.
Keywords
Embodied, (non) inclusive, pedagogy, unlearning, embodied learning, reframing knowledge production, practice as research, research as practice
Author Biography
Professor Andrea Luka Zimmerman
Dr Andrea Luka Zimmerman is Professor of Possible Film at Central Saint Martins. Andrea is a Jarman Award winning artist, filmmaker and cultural activist whose multi layered practice calls for a profound re-imagining of the relationship between people, place and ecology. Films include the Artangel-produced 'Here for Life' (2019), which received its world premiere in the Cineasti Del Presente international competition of the Locarno Film Festival (winning a Special Mention), 'Erase and Forget' (2017), premiering at the Berlin Film Festival (nominated for the Original Documentary Award), 'Estate, a Reverie' (2015) (nominated for Best Newcomer at the Grierson awards) and 'Taskafa, Stories of the Street' (2013), written and voiced by the late John Berger. Andrea's films have screened at international film festivals including Berlinale, Locarno, BAFICI, Art of the Reel, Anthology Film Archives, Tate Modern, ICA, Whitechapel Gallery, CCA, Oberhausen, IKSV.
References
- References:
- Books:
- Boal, A., (1995) The Rainbow of Desire: The Boal Method of Theatre and Therapy, Routledge
- Boal, A. (2019) Theatre of the Oppressed, Pluto Press
- brown, a., m., (2017), Emergent Strategy, shaping change, changing worlds, AK Press
- Diol, M., (2017) The Routledge Companion to Theatre of the Oppressed, “proposed that we dare ourselves to dream”. Routledge
- Freire, P. (1970) Pedagogy of the Oppressed; Continuum, New York
- Grant, B. M. (2010) ‘Negotiating the Layered Relations of Supervision’ in Walker, M. and Thompson, P. The Routledge Doctoral Supervisor’s Companion: Supporting effective research in Education and the Social Sciences. Routledge
- Kamler, B. and Thomson, P. (2014) Helping Doctoral Students Write: pedagogies for supervision. Routledge.
- Films:
- Baggs, M., In my Language (2007)
- Martin, R., Independencia (2014)
- AUTHOR., Jackson, A., Here for Life (2019)
- Journals:
- A.-Chr. Engels-Schwarzpaul (2015) The Ignorant Supervisor: About common worlds, epistemological modesty and distributed knowledge, Educational Philosophy and Theory, 47:12, 1250-1264, DOI: 10.1080/00131857.2015.1041443
- Deuchar, Ross (2008) Facilitator, director or critical friend?: contradiction and congruence in doctoral supervision styles, Teaching in Higher Education, 13:4, 489-500, DOI: 10.1080/13562510802193905
- French and Swain (2000), Inclusive teaching and learning in higher education as a route to excellence. Ref: DFE-00044-2017 PDF, 762KB, 39 pages [https://www.gov.uk/government/publications/inclusive-teaching-and-learning-in-higher-education]
- Grant, Barbara M., (2009) Uneasy translations: taking theories of supervision into teaching in London Review of Education, Vol. 7, No. 2, July, pp 125–134
- Perry, M. and Medina C., (2011) Embodiment and Performance in Pedagogy Research Investigating the Possibility of the Body in Curriculum Experience in the Journal of Curriculum Theorizing, Volume 27, Number 3, pp 62-73,
- Inouye, K., & McAlpine, L. (2019). Developing academic identity: A review of the literature on doctor- al writing and feedback. International Journal of Doctoral Studies, 14, 1-31. https://doi.org/10.28945/4168
- Mann, Sarah J., (2001) Alternative Perspectives on the Student Experience: Alienation and engagement, Studies in Higher Education, 26:1, 7-19, DOI: 10.1080/03075070020030689
- Matos, F., (2013) PhD and the manager’s dream: professionalising the students, the degree and the supervisors?, Journal of Higher Education Policy and Management, 35:6, 626-638, DOI: 10.1080/1360080X.2013.844667
- University of Melbourne (2005), Strategies for Inclusive Communication: Interacting with People with a Disability, including a thank you to Charles D. Goldman for his Disability Rights Guide, Media Publishing 1991, pp. 14-18.
- Image:
- Film still of Estate, a Reverie (AUTHOR, 2015), by Briony Campbell
- Online:
- Against Racist Ableism in Arts Education by Dr Khairani Barokka, Centre for Feminist Research, Goldsmiths [https://www.facebook.com/watch/?v=295026105216058], June 12th, 2020
- Prisons Memory Archive [https://www.prisonsmemoryarchive.com/] Nov 6th, 2020
- Shades of Noir: The Three ‘ism’s: Negotiating Race, Sex & Class [https://issuu.com/shadesofnoir/docs/isms], Feb 5th, 2020