Freire and dialogical pedagogy: a means for interrogating opportunities and challenges in Australian postgraduate supervision

Abstract

Discussions between new postgraduate students and potential supervisors prior to the formalisation of supervisor–student partnerships serve several useful purposes. One purpose is to explore the expectations that each partner has of the other and of themselves and the anticipated nature of the partnership. This article employs Freire’s perspective on dialogical pedagogy as a framework to identify and interrogate opportunities and challenges in postgraduate supervision. Theorising and clarifying the postgraduate supervisory process in these terms at the outset of candidature and at strategic points along the way can save time and effort that might otherwise be devoted to misunderstandings and less than optimum progress. It also has implications for lifelong education for both supervisors and students that can be realised beyond the period of candidature and the substantive and methodological gains normally associated with successful completion of a thesis.