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- W47348046 abstract "Introduction The actual practices of postgraduate pedagogy have been, until quite recently, somewhat mysterious and intimate phenomena. As an historical set of relations between the experienced and the neophyte scholar, they have been characterised as a process of academic overstimulations and scholastic seductions in which the precocious ‘few’ are called to emulate the flattering self-image that is generated by a scholar as ‘master’ (Le Doeuff, 1977, p. 9). Traditionally conducted behind closed doors in spaces remote from undergraduate teaching, the intensity of the interpersonal relations of much postgraduate pedagogy is presumed but uninterrogated. It has not been in the interests of academics generally or their postgraduate charges to show and tell what systems of encouragements or discouragements may have been at work in the daily mentoring of ‘pure’ research and thesis-writing. This is not to presume transgression, but to understand that such pedagogy is dangerously untranslatable as rational inquiry made public. In the past decade or so, this picture of postgraduate pedagogy has been radically shaken up. The press for fast credentials, the ‘shelter effect’ resulting from greater economic uncertainty and job insecurity, the declining status of undergraduate degrees, the vocationalist shift in the tertiary sector, the call for greater access for minority groups, the ‘marketing’ of university courses and ‘coursework’ postgraduate programs––all have contributed to burgeoning diverse populations of postgraduate students. Furthermore, there has been a determination on the part of governments funding tertiary education to insist that universities abandon any gesture towards the mystification of pedagogy, to ‘fess up’ to whimsy and elitism (and harassment), where it may exist, by means of the mechanisms of overt codes of ethics, quality assurance and quality control. Postgraduate pedagogy, therefore, is now a wide and disparate set of processes involving more university teaching bodies and more student bodies engaging in less cloistered settings over smaller amounts of time. For the overwhelming bulk of students, the dominant “dual transference relationship” (Le Doeuff, 1977 p.9) is never experienced. They only engage in fast track, ‘knock ‘em down’ coursework practices in which the imperative has been increasingly to excise the bodies of teachers and students from educational settings through flexible ‘open’ systems of delivery." @default.
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- W47348046 title "Teaching Tech(no)bodies: Open Learning and Postgraduate Pedagogy." @default.
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