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It argues that open learning often excises teachers’ and students’ physical presence, rendering pedagogy “disembodied” and misreading teaching as merely cerebral. Drawing on embodiment theory, it highlights tensions between technology-driven delivery and the lived, embodied nature of educational experience.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-technobodies-open-learning-and-postgraduate-pedagogy/595347/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-technobodies-open-learning-and-postgraduate-pedagogy/595347.png","ImageObject",300,407,{"name":92,"@type":93},"Blitz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What has historically characterized postgraduate pedagogy?","Question",{"text":112,"@type":113},"It has been treated as an intimate, hard-to-explain relation between experienced and new scholars, traditionally occurring in closed settings and rarely interrogated publicly.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why has postgraduate pedagogy changed over the past decade?",{"text":117,"@type":113},"Pressures for faster credentials, economic insecurity, declining status of undergraduate degrees, vocational shifts, calls for broader access, and quality-assurance mechanisms have contributed to a more diverse and less cloistered student and teaching landscape.",{"name":119,"@type":110,"acceptedAnswer":120},"How does open learning affect the role of teachers and students?",{"text":121,"@type":113},"Dominant dual transference relations are often not experienced; instead, education increasingly uses “open” delivery that removes or semi-disappears teachers’ and students’ material bodies from learning spaces.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595347,1792931263,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Teaching tech(no)bodies: open learning and postgraduate pedagogy  \nErica McWilliam and Patrick Palmer  \nQueensland University of Technology  \nIntroduction  \nThe actual practices of postgraduate pedagogy have been, until quite recently, somewhat mysterious and intimate phenomena. As an historical set of relations between the experienced and the neophyte scholar, they have been characterised as a process of academic overstimulations and scholastic seductions in which the precocious ‘few’are called to emulate the flattering self-image that is generated by a scholar as ‘master’(Le Doeuff, 1977, p. 9) . Traditionally conducted behind closed doors in spaces remote from undergraduate teaching, the intensity of the interpersonal relations of much postgraduate pedagogy is presumed but uninterrogated. It has not been in the interests of academics generally or their postgraduate charges to show and tell what systems of encouragements or discouragements may have been at work in the daily mentoring of ‘pure’ research and thesis-writing. This is not to presume transgression, but to understand that such pedagogy is dangerously untranslatable as rational inquiry made public.  \nIn the past decade or so, this picture of postgraduate pedagogy has been radically shaken up. The press for fast credentials, the ‘shelter effect’resulting from greater economic uncertainty and job insecurity, the declining status of undergraduate degrees, the vocationalist shift in the tertiary sector, the call for greater access for minority groups, the‘marketing’ of university courses and ‘coursework’ postgraduate programs––all have contributed to burgeoning diverse populations of postgraduate students. Furthermore, there has been a determination on the part of governments funding tertiary education to insist that universities abandon any gesture towards the mystification of pedagogy, to ‘fess up’ to whimsy and élitism (and harassment), where it may exist, by means of the mechanisms of overt codes of ethics, quality assurance and quality control.  \nPostgraduate pedagogy, therefore, is now a wide and disparate set of processes involving more university teaching bodies and more student bodies engaging in less cloistered settings over smaller amounts of time. For the overwhelming bulk of students, the dominant “dual transference relationship”(LeDoeuff, 1977 p.9) is never experienced. They only engage in fast track,‘knock ‘em down’ coursework practicesin which the imperative has been increasingly to excise the bodies of teachers and students from educational settings through flexible‘open’ systems of delivery.  \nTeachers and students as ‘no/bodies’  \nIn describing teachers and students as ‘bodies’, we are conscious that the reader may regard this descriptor as impoverished or demeaning of persons engaged in pedagogical work. However, we think that it is important to insist on this descriptor as it is being re-claimed in the new area of social theorising called ‘embodiment’theory. In this work, authors speak of a “lived body”(Leder, 1990) or a “mindful body”(Shilling, 1993) in ways that constitute a departure from the traditional Western ‘mind/body’ distinction. The ‘self’ is understood to be an integrated being in which capability isnot ascribed to a decorporatised mind but to the body as a lived structure and locus of experience (Leder, 1990:5) . This is an important conceptual shift for understanding how new forms of pedagogy are being experienced or ‘lived out’when they demand the absence, removal or semi-disappearance of the anatomical bodies of teachers and students from the university seminar  \nroom or staffroom.  \nAs academics, we have been caught with our theoretical pants down when it comes both to accommodating and resisting imperatives coming from technology that disrupt traditional pedagogical forms. Research in open learning is ill-equipped to deal with these issues because of an epistemological framework which still focuses on the mental as separate from, a","cbCaijSJWPJ97o2H","https://ap.wps.com/l/cbCaijSJWPJ97o2H","pdf",24063,"English","# Introduction\n## Postgraduate pedagogy under pressure\n## Teachers and students as “no/bodies”","[{\"question\":\"What has historically characterized postgraduate pedagogy?\",\"answer\":\"It has been treated as an intimate, hard-to-explain relation between experienced and new scholars, traditionally occurring in closed settings and rarely interrogated publicly.\"},{\"question\":\"Why has postgraduate pedagogy changed over the past decade?\",\"answer\":\"Pressures for faster credentials, economic insecurity, declining status of undergraduate degrees, vocational shifts, calls for broader access, and quality-assurance mechanisms have contributed to a more diverse and less cloistered student and teaching landscape.\"},{\"question\":\"How does open learning affect the role of teachers and students?\",\"answer\":\"Dominant dual transference relations are often not experienced; instead, education increasingly uses “open” delivery that removes or semi-disappears teachers’ and students’ material bodies from learning spaces.\"}]","Teaching tech(no)bodies - open learning and postgraduate pedagogy | PDF",1792080961]