Subjectivity and change in process of supervision

Article Sidebar

PDF
Published: Oct 14, 2020
DOI: https://doi.org/10.5195/dpj.2020.304
Keywords:
Supervision changing subjectivity legitimation of choices reflexive awareness

Main Article Content

Bente Vatne
Volda University College, Norway
Kari Søndenå
University of Stavanger, Norway

Abstract

Supervising texts with a bachelor thesis as its outcome, has been prioritized in the Norwegian Early Childhood Teacher Education. The focus has been on recruiting enough supervisors, and on qualifying supervisors. There has not been a similar focus on the bachelor texts as such, and on questions concerning what kind of function these texts should have in professional education. From a Bakhtinian dialogic perspective we value variation and change in student subjectivity as a fruitful, rather than a problematic means of enhancing quality. The current study has two main research questions: (1) what typologies of subjectivity can be identified in student’s bachelor texts, and (2) what typologies of subjectivity are given priority and how these priorities respond to the possibility of change. Concerning the first question, students’ legitimations have been identified as typologies of uncomplicated and complex subjectivity. As for the second question we observed that individual voices in bachelor students’ texts were not given equal status compared with more powerful generic voices that represent sameness. The latter voices are interpreted as articulated intentions in the national curriculum for the Early Childhood Education and Care, and in local curricula. An important insight from this study is that changes in subjectivity is tightly connected to sameness for all bachelor students and educational cannons. Student subjectivity seems to be fixed and finished and in status of adjustment to universal claims. Such insight generates new questions concerning the space for students’ lived experience, emotions and creativity in higher education.  

Article Details

How to Cite
Vatne, B., & Søndenå, K. (2020). Subjectivity and change in process of supervision. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 8, SA45-SA59. https://doi.org/10.5195/dpj.2020.304
Issue
Vol. 8 (2020)
Section
Special Issue: Supervision and Advisement

Authors who publish with this journal agree to the following terms:

  1. The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.
  2. Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.
  3. The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
    1. Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site;
    with the understanding that the above condition can be waived with permission from the Author and that where the Work or any of its elements is in the public domain under applicable law, that status is in no way affected by the license.
  4. The Author is able to enter into separate, additional contractual arrangements for the nonexclusive distribution of the journal's published version of the Work (e.g., post it to an institutional repository or publish it in a book), as long as there is provided in the document an acknowledgement of its initial publication in this journal.
  5. Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
  6. Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
  7. The Author represents and warrants that:
    1. the Work is the Author’s original work;
    2. the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;
    3. the Work is not pending review or under consideration by another publisher;
    4. the Work has not previously been published;
    5. the Work contains no misrepresentation or infringement of the Work or property of other authors or third parties; and
    6. the Work contains no libel, invasion of privacy, or other unlawful matter.
  8. The Author agrees to indemnify and hold Publisher harmless from Author’s breach of the representations and warranties contained in Paragraph 6 above, as well as any claim or proceeding relating to Publisher’s use and publication of any content contained in the Work, including third-party content.

Revised 7/16/2018. Revision Description: Removed outdated link. 

Author Biographies

Bente Vatne, Volda University College, Norway

Bente Vatne is a professor at Volda University College, Norway. Her main research interests are supervision in Higher Education and early literacy in Early Childhood Teacher Education. She uses sociocultural and Bakhtinian dialogic approaches to education.

Kari Søndenå, University of Stavanger, Norway

Kari Søndenå is a Norwegian professor working at University in Stavanger, Faculty of Social Science, Department of Social Studies and Psychology. Her research interests include philosophical and qualitative research, theory of supervision and subjective and life world dimensions, and conceptions of quality related to bachelor-, master- and doctorate-ness.

References

Bakhtin, M. M. (1984). Problems of Dostoevsky’s Poetics. University of Minnesota Press.

Bakhtin, M. M. (1986). Speech Genres and Other Late Essays. In C. Emerson & M. Holquist (Eds.). University of Texas Press.

Birkeland, Å. & Carson, N. (2017). Veiledning for barnehagelærere (4th ed.). Cappelen Damm akademisk.

Bjerkholt, E. (2013). Åpning av lukkede rom. En kvalitativ studie av innholdet og dialogene i veiledningssamtalen mellom nyutdannede lærere og lokale veiledere [Doctoral dissertation]. Universitetet i Oslo.

Bue, T. (1973). Pedagogisk veiledning. Forsøksrådet for skoleverket i samarbeid med NKS-forlaget.

Burkitt, I. & Sullivan, P. (2009). Embodied ideas and divided selves: Revisiting Laing via Bakhtin. British Journal of Social Psychology, 48(3), 563–577.

Creswell, J. W. & Creswell, J. D. (2018). Research Design. Qualitative, quantitative & Mixed Methods Approaches. Sage.

Deleuze, G. (1991). Empiricism and Subjectivity. An essay on Hume’s theory of human nature. Columbia University Press.

Dysthe, O. (Ed.). (1999). The Dialogical Perspective and Bakhtin. Conference Report (PLF-report 2). Program for læringsforskning, Universitetet i Bergen.

Dysthe, O. (2006). Bakhtin og pedagogikken. Kva ein tidlegare ukjend artikkel fortel om Bakhtins pedagogiske praksis. Norsk Pedagogisk Tidsskrift, 90(6), 456–469.

Eteläpelto, A., Vähäsantanen, K., Hökkä, P. & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45–65.

Fossøy, I. (2006). Basisgruppeaktivitetens intersubjektive rom. Ein teoretisk og empirisk studie av rettleiarrolla og den situerte, kommunikative praksis i ein problembasert læringskontekst [Doctoral dissertation]. Universitetet i Oslo.

Handal, P. & Lauvås, G. (2014). Veiledning og praktisk yrkesteori (3rd ed.). Cappelen Damm akademisk.

Holquist, M. (2002). Dialogism, Bakhtin and His World (2nd edition). Routledge

Husserl, E. (2004). Ideas: General introduction to Pure Phenomelology. Routledge.

Kvale, S. (2007). Livslang læring og veiledning i det postmoderne forbrukersamfunn. In T. Kroksmark & K. Åberg (Eds.), Veiledning og pedagogisk arbeid (pp. 56–67). Fagbokforlaget.

Madill, A. & Sullivan, P. (2010). Medical training as adventure-wonder and adventure-ordeal: A dialogical analysis of affect-laden pedagogy. Social Science & Medicine, 71(12), 2195–2203.

Matusov, E., Marjanovic-Shane, A., & Gradovski, M. (2019). Dialogic Pedagogy and Polyphonic Research Art. Bakhtin by and for Educators. Palgrave Macmillan.

Miguens, S. & Preyer, G. (Eds.). (2013). Consciousness and Subjectivity. De Gruyter.

Moser, T. & Martinsen, M. (2010). The outdoor environment in Norwegian Kindergartens as pedagogical space for toddler’s play, learning and development. European Early Childhood Research Journal, 18(4), 457–471.

Norwegian Centre for Research Data (2018). https://nsd.no/nsd/english/index.html

Ogden, T. (2011). Sosial ferdighetslæring for barn og ungdom. Tidsskrift for norsk psykologiforening, 48(1), 64–68.

Parker, I. (1997). Discourse analysis and psychoanalysis. British Journal of Social Psychology, 36(4), 479–495.

Rule, P. (2015). Dialogue and Boundary Learning. Brill.

Skagen, K. (2007). Et tema av «ytterste viktighet». Om veiledning i det senmoderne. In T. Kroksmark & K. Åberg (Eds.), Veiledning og pedagogisk arbeid (pp. 34–55). Fagbokforlaget.

Sullivan, P. (2012). Qualitative Data Analysis. Using a Dialogical Approach. Sage.

Søndenå, K. (2002). Tradisjon og transcendens. Ein fenomenologisk studie av refleksjon i norsk førskulelærarutdanning [Doctoral dissertation]. University of Gothenburg.

Søndenå, K. & Gradovski, M. (2017). Pre-teksten sin rolle i rettleiing av nyutdanna profesjonsutøvarar – ei kronotopisk analyse. Uniped, 40(4), 374–385.

Worum, K. S. (2014). Veiledning, kunnskapssyn og danning. Norsk pedagogisk tidsskrift, 98(1), 26–35.