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ERIC Number: EJ1468691
Record Type: Journal
Publication Date: 2025
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1468-1366
EISSN: EISSN-1747-5104
Available Date: 0000-00-00
Curious Care: Tacit Knowledge and Self-Trust in Doctoral Training
Pedagogy, Culture and Society, v33 n2 p581-596 2025
Building on recent literature on supervision practice that has turned away from previous efforts to construct typologies, and towards 'dialogic' models that emphasise iterative feedback processes between students and supervisors "in situ," this article examines how the curiosity of the supervisor expressed in supervision meetings can both model a relationship to scholarship and collegiality and support the development of confidence and self-trust in the doctoral candidate. Drawing on a qualitative study of video-recorded supervision meetings across multiple Australian universities, this article examines the entanglements of scholarly discourse, interpersonal conviviality, and curiosity within supervision relationships. To understand this, we adopt a 'post-critical' approach to doctoral training and borrow the concept of 'tacit knowledge' to consider the role of trust, conviviality, and informal 'know-how' in the development of formalised expertise. Analysis of exchanges within supervision meetings encourages the consideration of care as a relational structure linked to practices of curiosity and the sharing of tacit knowledge. We argue that although institutional pressures may continue to reshape doctoral candidatures in the neoliberal university, supervision meetings offer important sites for developing doctoral candidates' intellectual self-trust, including through the expression of curiosity by their supervisors.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: 1School of Communication, University of Technology Sydney, Sydney, Australia; 2Department of Gender and Cultural Studies, The University of Sydney, Sydney, Australia