The (d)(t)oxic lifeworld of early career supervisorsJeanette Maritz
“Facing upward in social space they routinely battled feelings of insecurity and inferiority, and facing downwards they were inevitably met with a sense of guilt, estrangement and abandonment” (Friedman, 2016).
Higher education as social space or ‘field’ in the Bourdieusian sense, increasingly resembles a battlefield as a variety of stakeholders stake their claims and contest each other’s’ claims. Supervisors and more specifically, early career supervisors find themselves unprepared (and anxious) in negotiating the complexities in the nexus of ever-increasing teaching and administrative workloads, being held solely accountable for the success of their students, and mapping a personal career trajectory in a context with increasingly blurred and precarious boundaries and prospects (see Hall, 2014). The potential for and scope of agency of early career supervisors are also influenced by the dominant performance doxa in higher education that embraces the mantras of managerialism (Diefenbach, 2007), doing-more-with-less and fake rituals of fraternisation (Hartley, 1995) and ranking regimes, benchmarking and performance management (Morrisseya, 2015).
In the specific context of South African higher education the impact of the flux and uncertainties in international higher education are amplified by the #FeesMustFall campaign, the slow pace of curriculum and institutional transformation as well as contestations regarding tuition language. Early career supervisors are caught in an interregnum (Gramsci, 1971) where the models and supervisory practices accepted in the not-so-recent past have died (or have been killed) and the new is yet to be born.
Considering postgraduate supervision as a space of play (Bourdieu & Wacquant, 1992), supervisors have little choice but to ‘play the [new] game’ with different rules determining the nature, processes and criteria for evaluating the quality of supervision (Carter, Guerin & Aitchison, 2016; Maritz & Prinsloo, 2016). While seasoned supervisors have learnt the specific logic of supervision practice and often adapt easier to this new state of play, early career supervisors may not know the ‘trade secrets of the game’ which are required to ‘perform’ supervision. This results in toxic shame and anxiety (Gill, 2016) and practices of ‘fake-it-till-you-make-it’ (Friedman, 2015; Ivana, 2016).
This paper employs the Bourdieusian analytical tools of ¹doxa, habitus and capital to make visible the doxic and often toxic life-world experiences and journeys of early career supervisors. Through Bourdieu’s notion of doxa, we gain an understanding of how the early career supervisor negotiates a particular (classed) and performed, embodied practice. This perspective provides an innovative lens and theoretical insights that are of direct practical use in developing and supporting pathways for early career supervisors.
The (d)(t)oxic lifeworld of early career supervisorsJeanette Maritz
“Facing upward in social space they routinely battled feelings of insecurity and inferiority, and facing downwards they were inevitably met with a sense of guilt, estrangement and abandonment” (Friedman, 2016).
Higher education as social space or ‘field’ in the Bourdieusian sense, increasingly resembles a battlefield as a variety of stakeholders stake their claims and contest each other’s’ claims. Supervisors and more specifically, early career supervisors find themselves unprepared (and anxious) in negotiating the complexities in the nexus of ever-increasing teaching and administrative workloads, being held solely accountable for the success of their students, and mapping a personal career trajectory in a context with increasingly blurred and precarious boundaries and prospects (see Hall, 2014). The potential for and scope of agency of early career supervisors are also influenced by the dominant performance doxa in higher education that embraces the mantras of managerialism (Diefenbach, 2007), doing-more-with-less and fake rituals of fraternisation (Hartley, 1995) and ranking regimes, benchmarking and performance management (Morrisseya, 2015).
In the specific context of South African higher education the impact of the flux and uncertainties in international higher education are amplified by the #FeesMustFall campaign, the slow pace of curriculum and institutional transformation as well as contestations regarding tuition language. Early career supervisors are caught in an interregnum (Gramsci, 1971) where the models and supervisory practices accepted in the not-so-recent past have died (or have been killed) and the new is yet to be born.
Considering postgraduate supervision as a space of play (Bourdieu & Wacquant, 1992), supervisors have little choice but to ‘play the [new] game’ with different rules determining the nature, processes and criteria for evaluating the quality of supervision (Carter, Guerin & Aitchison, 2016; Maritz & Prinsloo, 2016). While seasoned supervisors have learnt the specific logic of supervision practice and often adapt easier to this new state of play, early career supervisors may not know the ‘trade secrets of the game’ which are required to ‘perform’ supervision. This results in toxic shame and anxiety (Gill, 2016) and practices of ‘fake-it-till-you-make-it’ (Friedman, 2015; Ivana, 2016).
This paper employs the Bourdieusian analytical tools of ¹doxa, habitus and capital to make visible the doxic and often toxic life-world experiences and journeys of early career supervisors. Through Bourdieu’s notion of doxa, we gain an understanding of how the early career supervisor negotiates a particular (classed) and performed, embodied practice. This perspective provides an innovative lens and theoretical insights that are of direct practical use in developing and supporting pathways for early career supervisors.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2. AGENDA
• Housekeeping
• Read Aloud: Through The Cracks by Carolyn Sollman
• Constructivism
• Theories of Connelly and Clandinin
• Introduction to Schwab
• Field Placement “Look Fors”
• Break
• Chronicles: Kaitlin, Piper and Prabhjot
• Triad work session
• Looking ahead to next week
3. HOUSEKEEPING
• Good content in your letters
• Keep the focus on sharing of experiences – your narrative – your stories!
• Remember your letters are to the members of your triad.
• Quick grammar lesson Appositive phrases, run-on sentence, use of the comma,
etc.
4. INDIVIDUAL FREEDOM VS SOCIAL CONTROL
Social controls exist and don’t typically restrict personal freedoms
Example: Rules in games provide structure and order conduct
Controlling Features:
1.Rules are a part of the game
2.People object to the rules being broken
3.Rules (and conduct of the game) are fairly standardized
4.Rules have the sanction of tradition and precedent; they are
conventional and so they are perceived as being strong
5. AUTHORITY
• Authority and control are not exercised as a matter of personal
will
• In a classroom, a good teacher will exercise authority as an agent
of the group, representing its interests as a whole.
• Ideally, firm but fair.
• Control is exercised through activities and situations (classroom
management)
6. CLASSROOM MANAGEMENT
• Fewer issues arise if everyone is contributing and the activities facilitate
control
• There will always be exceptions to the rule – look for underlying reasons
and avoid negative reinforcement
• Care enough to prepare – planning is flexible but purposeful
• “Teachers can arrange conditions that are conducive to community
activity and to organization which exercises control over individual
impulses by the mere fact that all are engaged in communal projects.”
7. CLASSROOM MANAGEMENT
• Education is based on experience and educative experience is
social – teacher is not boss, but facilitator
• Good manners grease the wheels and reduce friction between
people
• Keep routines and rituals appropriate to the group or situation, so
they don’t become empty or hollow
8. THE NATURE OF FREEDOM
• Freedom of Intelligence = “freedom of observation and of
judgement exercised in behalf of purposes that are intrinsically
worthwhile.”
• External/Physical side of activity = arrangement of room and materials
• Internal side = thought, desire, and purpose
• Traditional schools were rigid and put significant restrictions on
intellectual and moral freedoms
• With an increase of outward freedom, we can get to know our students
better,, so we’re able to teach and connect with them more effectively.
• Forced conformity leads to subverted individual tendencies
9. OUR GOAL FOR OUR COURSE:
• In this course, we are trying to emphasize the importance of your
story and examining the stories of others. Sharing of experiences
helps us understand, interpret, analyze and create broader
worldviews
• NARRATIVE INQUIRY IS A WAY OF UNDERSTANDING
EXPERIENCES AS LIVED AND AS TOLD THROUGH STORIES.
• We are trying to create continuity of experience and active learning,
and by doing so, to model Dewey!
11. MAKING THE CONNECTIONS
• Think-Pair-Share
• Temporality: How was this factor relevant to Stella and
Christopher?
• Sociality: Consider the teachers sociality at the beginning of the
book! What might have shaped their sociality?
• Place: Consider the teachers sociality at the beginning of the
book! What might have shaped their sociality?
• Can you make any personal connections to this story
and, by extension, the theories?
12. CONSTRUCTIVISM
• An approach to learning and teaching that
encourages learners to take an active role in
their learning
• The learner constructs new knowledge based
on prior knowledge to build an understanding
and to make sense of new information
• Students experience successful learning when
they are actively engaged
• Students need to construct knowledge for
themselves – self discovery
13. IN A “CONSTRUCTIVIST
CLASSROOM”
STUDENTS SHOULD:
• Be given numerous opportunities to explore ideas
(phenomena) individually and most often in social contexts
(ie. with others)
• Employ problem-solving skills in order to revise their
original thinking
• Engage in exploration to gain new meaning and
understanding through considering views of others and set
against their own
14. RESEARCH TELLS US THAT WE
LEARN…
• 5-10%.....of what we hear
• 10-15% ……of what we see
• 15-20% ……of what we see and hear
• Up to 50% .of what we discuss with others
• Up to 60%..of what we do or experience/ practice in real
world application
• Up to 90%..of what we teach to someone else, or make
immediate use of
15. SCHWAB
THE FOUR COMMONPLACES
The greatest influences in a teacher’s work are the
commonplaces:
1. TEACHER
2. LEARNER
3. SUBJECT MATTER
4. MILIEU (CLASSROOMS AND ENVIRONMENT)
16. ACTIVITY TO UNDERSTAND SCHWAB
• Get into groups of 5
• You will become an expert and together plan a lesson
• Each of you will receive a card with the information you
need as that expert.
• Take 5 minutes on your own to prepare
• You will have 15 minutes to create a lesson together
17. DOODLING IN MATH: SPIRALS, FIBONACCI, AND BEING A
PLANT
HTTPS://YOUTU.BE/AHXIMUKSXX0
19. YOUR FIELD PLACEMENT
When reading or in your placement consider:
• Observing the 4 commonplaces
• Observing using a narrative lens by thinking of
temporality, sociality and place
• Don’t judge the teacher, students, place…make
observations using wonderings, questions, positive
language etc.
Ponder how might a teacher deliberately make
decisions regarding teaching by looking closely at the
above!! ☺
22. LOOKING AHEAD TO NEXT WEEK
• What Does it Mean to be a Teacher?
• Standards of Teaching Practice
• Ethical Standards of Practice
• Relationship as Moral Agency: TRIC method
• Readings:
• Standards of Practice. OCT
• Ciuffetelli Parker (2008)
