Intersubjectivity in Thesis Advising

ABSTRACT

This reflection paper discusses intersubjectivity as the pedagogical framework the author used to engage across difference with socioculturally diverse student advisees with a range of learning styles and subjective approaches to conceptualizing and writing a thesis. The intersubjective relational approach to advising involved engaging in dialogic conversations and creating a “third space” that honored our subjective, sociocultural, and academic styles, resulting in a powerful intersubjective thesis advising and learning experience.

KEYWORDS:

• intersubjectivity
• dialogic instruction
• education

Additional information

Notes on contributors

Joan Lesser

Joan Lesser, PhD, is adjunct associate professor at Smith College School for Social Work and founder of Pioneer Valley Professionals, a multidisciplinary community-based independent mental health practice in Holyoke, Massachusetts. Dr. Lesser is the author of several articles and book chapters and the coauthor of two books: Clinical Social Work: An Integrated Approach and Human Behavior and The Social Environment: Integrating Theory and Practice. Dr. Lesser’s most recent book, Clinical Social Work and Social Justice, is scheduled for publication in 2017.