[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595348-105":59,"doc-detail-595348-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","theorising-postgraduate-pedagogy","Theorising postgraduate pedagogy","","Theorising postgraduate pedagogy examines how postgraduate higher education persistently privileges research and knowledge while marginalizing teaching and learning. It argues that supervision is commonly treated as something other than teaching, despite being an advanced and complex form of instruction. Using feminist and poststructural critiques, the paper challenges a binary logic that subordinates pedagogy to disciplinarity, and calls for drawing explicit theory into postgraduate education.",{"@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/theorising-postgraduate-pedagogy/595348/",{"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/theorising-postgraduate-pedagogy/595348.png","ImageObject",300,407,{"name":92,"@type":93},"Blitz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What gap does the paper identify in postgraduate higher education?","Question",{"text":112,"@type":113},"It identifies a persistent lacuna in discussions of postgraduate studies: the question of pedagogy, despite intense attention to research and training.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper distinguish supervision from ordinary teaching?",{"text":117,"@type":113},"It notes that supervision is often understood as closer to research than teaching, even though the paper argues it must be seen as a form of teaching.",{"name":119,"@type":110,"acceptedAnswer":120},"What theoretical direction does the paper propose for postgraduate education?",{"text":121,"@type":113},"It calls for a more explicit, specifically theoretical stance by bringing theory into postgraduate education as a site of praxis and inquiry, especially regarding pedagogy and disciplinarity, research, and teaching.","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},595348,1792929478,{"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":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"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":144,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Theorising postgraduate pedagogy  \nBill Green and Alison Lee  \nDeakin University and University of Technology, Sydney  \nIntroduction  \nIn all the clamour of recent and growing concern about postgraduate studies in higher education, there has been a persistent and perhaps surprising lacuna: the question of pedagogy. Much has been made of the importance of ‘research’ in the burgeoning political economy of the university and the nation––moreover, of research and training, asa new unholy alliance, or even research as training––, and new emphases are evident everywhere on matters of accountability, performativity, and instrumental rationality. More and more, there is debate about completion rates, supervisor-student relationships, financial assistance and other forms of support, infrastructural provision, ethics, examination protocols and procedures, and the like. Arguably, however, this remains firmly within a familiar frame and is entirely consistent with a pervasive and longstanding institutional and metaphysical logic, in accordance with which ‘research’ and ‘knowledge’ continue to be privileged over ‘teaching’ and ‘learning’, and within which ‘education’ as such is devalued, or realised rather as an (un)necessary supplement to the real work of the Academy.  \nThat, to reiterate, is emphatically ‘research’ rather than ‘teaching’. As in other educational and schooling sectors, teaching as such is curiously positioned in a subordinate, service role––the superordinate figures vis-a-vis the ‘teacher’ being the ‘administrator’ and/or the‘researcher’. Moreover, this is always a highly gendered set ofrelations and positions: males statistically outnumber females with regard to this division of labour and privilege––the more so, higher up the institutional hierarchy; and it can be argued, further, that the structure of knowledge and disciplinarity is characteristically masculinist. But at the same time, ‘teaching’ is necessary not just to the continued viability of universities in increasingly difficult economic times but also to postgraduate work, at least in the sense that regulations throughout the university system require formal supervision.‘Supervision’, however, would appear tobe something other than ‘teaching’; or rather, it is to be understood more in terms of ‘research’ than as‘teaching’. More broadly, a pervasive binary logic (re-)emerges, with‘pedagogy’ hereby set against ‘disciplinarity’ and systematically subordinate to it, as we argue in this paper. This is, of course, to enter into the (un)familiar territory of feminist and poststructuralist critiques of Reason and the Academy (Hekman, 1990; Luke and Gore, 1992) .  \nOver a decade ago now, Connell (1985a: 38) argued that“[s]upervising a research higher degree is the most advanced level of teaching in our education system”. Moreover, as he indicated,“it is certainly one of the most complex and problematic”forms of teaching, and yet, curiously,“[t]his complexity is not often enough acknowledged”. As he further suggested, many academics simply “don’t see supervision as teaching”, or perhaps at least as teaching in the usual sense. Connell was adamant, however, that this constituted a major problem vis-a visthe quality and effectiveness of postgraduate education:  \n[Supervision] has to be seen as a form of teaching. Like otherforms, it raises questions about curriculum, method, teacher/student interaction, and educational environment.  \nConnell’s call to action in this regard was a timely and useful intervention. Ten years on, however, we are left with the suspicion that nothing much has changed. This is notwithstanding an increasing emphasis on supervision and related issues, within a general upsurge of interest in and concern about postgraduate studies, and widespread recognition that “[p]ostgraduate education is right at the forefront of  \nthe changes to higher education in Australia”(Marginson, 1995, p. 33) .  \nLike much else in this respect, these changes and heightened ","cbCainHAKk6GlZxm","https://ap.wps.com/l/cbCainHAKk6GlZxm","pdf",39546,"English","# Introduction\n## Research, teaching, and pedagogy\n## Supervision as teaching\n## Policy-driven changes and theorising","[{\"question\":\"What gap does the paper identify in postgraduate higher education?\",\"answer\":\"It identifies a persistent lacuna in discussions of postgraduate studies: the question of pedagogy, despite intense attention to research and training.\"},{\"question\":\"How does the paper distinguish supervision from ordinary teaching?\",\"answer\":\"It notes that supervision is often understood as closer to research than teaching, even though the paper argues it must be seen as a form of teaching.\"},{\"question\":\"What theoretical direction does the paper propose for postgraduate education?\",\"answer\":\"It calls for a more explicit, specifically theoretical stance by bringing theory into postgraduate education as a site of praxis and inquiry, especially regarding pedagogy and disciplinarity, research, and teaching.\"}]","Theorising postgraduate pedagogy | PDF",1792080961,15]