Becoming-Supervisor Becoming-Supervised
Abstract
PhD supervisors and PhD students from UAL were invited to take part in an experimental research study entitled Becoming-Supervisor Becoming-Supervised. This study was co-authored by two PhD supervisors at UAL, and an alumni UAL PhD student. The purpose of this research study was to gather their thoughts about interactions with PhD supervision. A questionnaire was sent out and below is the anonymous, randomised, unedited and verbatim assemblage of the answers given by 15 respondents. We hope it gives a snapshot of some of the reasons for being involved in doctoral research and supervision in an art and design context.
Keywords
Supervision, Supervisee, Survey, experimental writing, Gilles Deleuze, Assemblage,
Author Biography
Dr Mark Ingham
Dr Mark Ingham is a Reader in Critical and Nomadic Pedagogies at the University of the Arts London. He is a National Teaching Fellow (2021), a Senior Fellow of the Higher Education Academy, and a UAL Senior Teaching Scholar in the Design School at London College of Communication. He is a Co-chair of UAL's Professoriate and co-founder of UAL's Experimental Pedagogies Research Group (EPRG). His pedagogical and creative research over the last 30 years has been entangled encounters with images of thought and memory, rhizomatic & meta-cognitive learning theories, fuzzy narratives, and virtual and physical liminal teaching spaces. Mark's research critiques relationships between autobiographical memory and photography, Deleuzian and Guattarian ideas of ‘becoming rhizomatic’, assembling agency, nomadic thinking, and active blended learning, with ideas of belonging and critical pedagogies.
Dr Rachel Marsden
Dr Rachel Marsden is Research Training Manager for the Research Network for doctoral students (RNUAL), and Senior Lecturer in Academic Practice, at UAL. Research interests comprise practice-based research and inclusive pedagogies through methodologies and ethics of care. This work is informed by her practice in arts and creative health, social prescribing and disability justice. Rachel is currently an investigator on the international research-driven curatorial project ‘Stomach Ache: Art and the Gastrointestinal System’, a member of UAL’s Health, Arts and Design (HEARD) research hub, and Regional Champion for the Culture, Health and Wellbeing Alliance (CHWA). Rachel’s experience as a curator, consultant, researcher, educator and arts writer spans over 16 years across contemporary arts, culture and curation; Higher Education and academia, and the VCSE sectors, from living and working in the UK, USA, China and Australia. She is also a member of the International Association of Arts Critics (AICA).
Dr Sara Andersdotter
Dr Sara Andersdotter is a Swedish-born, UK based artist, academic and researcher, who has taught at a number of Higher Education institutions since 2004. She is currently a PhD supervisor and Senior Lecturer in Visual Communication at the University for the Creative Arts. Having studied fine art at undergraduate and postgraduate levels, Sara completed a practice-based PhD in Fine Art at the University of the Arts London in 2015, which proposed radical, critical, creative reconsiderations of memory and manners in which the mnemic may be expressed in art practice. Her art practice is primarily photography, moving image and installation based, and she has exhibited since 1999. Sara has delivered research papers at a range of national and international conferences, and is currently co-editing a book with four other academics on contemporary writings on photography and autobiographical memory, due to be published in 2023.
References
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- Deleuze, G. & Guattari, F. (1987) A Thousand Plateaus: Capitalism and Schizophrenia. Minneapolis: University of Minnesota Press.
- Guattari, F. (1995) Chaosmosis: An Ethico-Aesthetic Paradigm. Bloomington: Indiana University Press.
- O’Sullivan, S. (2009) From Stuttering and Stammering to the Diagram: Deleuze, Bacon and Contemporary Art Practice. Deleuze Studies, 3(2). pp. 247-259.
- Swales, John M. (1998) ‘Textography: Toward a Contextualization of Written Academic Discourse’, Research on Language and Social Interaction, 31(1), pp. 109- 121, DOI: 10.1207/s15327973rlsi3101_7