Supervisory scratchings: Critical autoethnography complicating “process” in doctoral supervision

References

• Bakhtin, M. (1981). The dialogic imagination: Four essays. Austin, TX: University of Texas Press.
   Google Scholar
• Boylorn, R. M., & Orbe, M. P. (2013). Introduction: Critical autoethnography as method of choice. In R. M. Boylorn, M. P. Orbe, & C. Ellis (Eds.), Critical autoethnography: Intersecting cultural identities in everyday life. Walnut Creek, CA: Left Coast Press.
   Google Scholar
• Denzin, N. (2008). Interpretive biography. In J. G. Knowles & A. L. Cole (Eds.), Handbook of the arts in qualitative research (pp. 117–125). Newbury Park, CA: SAGE.
   Google Scholar
• Ellis, C., & Bochner, A. P. (1996). Talking over ethnography. In C. Ellis & A. P. Bochner (Eds.), Composing ethnography: Alternative forms of qualitative inquiry (pp. 13–45). Walnut Creek, CA: Altamira Press.
   Google Scholar
• Grumet, M. R. (1976). Toward a poor curriculum. In W. F. Pinar & M. R. Grumet (Eds.), Toward a poor curriculum (pp. 67–87). Dubuque, IA: Kendall/Hunt Publishing Company.
   Google Scholar
• Grumet, M. R. (1988). Bitter milk. Amherst, MA: University of Massachusetts Press.
   Google Scholar
• Fairclough, N. (1992). Discourse and social change. Cambridge, UK: Polity Press.
   Google Scholar
• Fairclough, N. (2003). Analysing discourse: Textual analysis for social research. London, UK: Routledge.
   Google Scholar
• Halse, C. (2011). Becoming a supervisor: The impact of doctoral supervision on supervisors' learning. Studies in Higher Education, 36(5), 557–570.
   Web of Science ®Google Scholar
• Harris, A., & Barney, D. T. (2015). A vision for arts-based educational research within the journal of curriculum and pedagogy. Journal of Curriculum and Pedagogy, 12(1), 9–16.
   Google Scholar
• Leavy, P. (2009). Method meets art: Arts-based research practice. New York, NY: The Guilford Press.
   Google Scholar
• Lee, A. (2008). How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, 33(3), 267–281.
   Web of Science ®Google Scholar
• Macoun, A., & Miller, D. (2014). Surviving (thriving) in academia: Feminist support networks and women ECRs. Journal of Gender Studies, 23(3), 287–301.
   Web of Science ®Google Scholar
• McKnight, L. (2014). The glitterbomb: Designing curriculum and identity with girls' popular culture (PhD Conventional thesis). Deakin University, Melbourne, Australia. Retrieved from http://dro.deakin.edu.au/view/DU:30067391.
   Google Scholar
• McKnight, L. (2015). Still in the LEGO (LEGOS) room: Female teachers designing curriculum around girls' popular culture for the coeducational classroom in Australia. Gender and Education, 27(7), 909–927. doi:10.1080/09540253.2015.1096920
   Web of Science ®Google Scholar
• McWilliam, E. (1994). In broken images: Feminist tales for a different teacher education. New York, NY: Teachers' College Press.
   Google Scholar
• Richardson, L. (1992). The consequences of poetic representation: Writing the other, re-writing the self. In C. Ellis & M. G. Flaherty (Eds.), Investigating subjectivity: Research on lived experience (pp. 125–137). Newbury Park, CA: SAGE.
   Google Scholar
• Richardson, L., & St. Pierre, E. A. (2008). Writing: A method of inquiry. In N. Denzin & Y. Lincoln (Eds.), Collecting and interpreting qualitative materials (pp. 473–499). Thousand Oaks, CA: SAGE.
   Google Scholar
• Scott-Hoy, K., & Ellis, C. (2008). Wording pictures: Discovering heartful autoethnography. In J. G. Knowles & A. L. Cole (Eds.), Handbook of the arts in qualitative research (pp. 127–140). Thousand Oaks, CA: SAGE.
   Google Scholar
• St. Pierre, E. A. (2009). Afterword: Decentring voice in qualitative inquiry. In A. Jackson & L. Mazzei (Eds.), Voice in qualitative inquiry: Challenging conventional, interpretive, and critical conceptions in qualitative research (pp. 221–236). London, UK: Routledge.
   Google Scholar
• Styles, I., & Radloff, A. (2001). The synergistic thesis: Student and supervisor perspectives. Journal of Further and Higher Education, 25(1), 97–106.
   Google Scholar
• Tamboukou, M. (2016). Gendering the memory of work: Women workers' narratives. New York, NY: Routledge.
   Google Scholar
• Walkerdine, V., & Ringrose, J. (2006). Femininities: Reclassifying upward mobility and the neoliberal subject. In C. Skelton, B. Francis, & L. Smulyan (Eds.), The SAGE handbook of gender and education (pp. 31–43). London, UK: SAGE.
   Google Scholar
• Witherell, C., & Noddings, N. (1991). Prologue: An invitation to our readers. In C. Witherell & N. Noddings (Eds.), Stories lives tell: Narrative and dialogue in education (pp. 1–12). New York, NY: Columbia University.
   Google Scholar